Overview

Unlock a treasure trove of learning-make room for belonging in school Belonging is an instinctual feeling: you know when you feel it-and you really know when you don't. Creating a sense of belonging in the classroom has a significant impact on student learning and well-being; it serves as a gatekeeper for other aspects of learning to take root. But how do we create classrooms and schools where every student knows they belong? This easy-to-use, illustrated playbook has you covered. 11 evidence-based modules feature actions and strategies that teachers can apply to help students feel more included. Interactive features such as essential questions and reflective prompts are designed to engage educators and deepen their understanding of the importance of connection and belonging in a student's educational experience. Readers will find Detailed coverage of the 11 dimensions of belonging Evidence-based actions in every module to help foster belonging, balanced between elementary and secondary levels Interactive features like Essential Questions, Two Truths and a Lie, Case in Point, What's Your Advice? and What's Next? to facilitate engagement and reflection A highly visual illustrated style to promote comprehension and information retention By utilizing this playbook's strategies to create environments where students feel a sense of belonging, educators can help improve learning outcomes and academic performance while supporting the overall well-being of their students.

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9781071936030

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Reviews

"1.      Please comment on the manuscript’s organization. Do the contents contain a clear, consistent focus?  Is the material well integrated, with themes interwoven throughout and with clear connections between parts and sections?    Yes. The modules within the manuscript support the research provided to the reader in the introduction.   2.      Are there adequate examples, etc. to demonstrate the authors’ points?   Yes, this is a strength of the manuscript. Not only does the author provide real-world examples, but a variety of items for further reading and videos are provided within each module. These examples provide the reader tools to take their study to a deeper level if they so choose.    3.      Does the intended coverage seem complete, without either significant omissions or excesses?   Yes. I especially appreciate how the manuscript starts with basics, such as the layout of the school, signage, etc. and moves to deeper ways to facilitate a sense of belonging in schools.   4.      What are the book’s major strengths and weaknesses?   A strength of the book is the opportunities provided to the reader to self-reflect in multiple ways about the content in each module. Additionally, the authors provide examples for the reader to analyze. This help those who may not recognize or encounter obstacles to belonging in their school yet they can reflect and internalize how they might handle the situation should it arise.   An area of weakness was the abrupt ending to the manuscript. I’m wondering if the manuscript I was provided was missing the closing. I think there should be a section or module that summarizes and leads the reader to reflect on the topics presented as a whole.   5.      Is there supplemental print or digital content that should be created to accompany the core book?  If so, what do you envision that would look like.   None is needed. The book provides space and opportunities for reflection.   6.      Do you feel that professional learning opportunities for schools, such as workshops, webinars, in-services, or extended professional learning could be built around this book? If so, describe what that might look like and how the book would fit into the equation.   Yes, I believe this book could easily be used by PLCs and other teams within schools to guide their careful examination of belonging in their school.   7.      Please do a chapter-by-chapter review, noting where material is weak, incomplete, or hard to follow.  Please respond to the following questions for each chapter: a.       Topic Coverage: What suggestions for additions, modifications, or deletions do you have?   I do not have any suggestions.   b.      Depth of coverage: Is it appropriate for the intended audience?   Each module is appropriate for the intended audience. The introduction though is very brief. Is there a way to specifically name the modules/topics the book will address?   c.       Internal organization of chapter/topic flow   I really like how the authors utilize ""Two Truths and a Lie"" to engage the reader. It is a great way to begin the flow of the chapter. The use of charts and reflection tools throughout each chapter engages the reader.   d.      Writing style: Is it appropriate for the audience?   Yes, this is a very easy to read and ""digestible"" book. This book can be utilized by anyone in education – even those who aren’t classroom teachers.   e.       Use of examples: Appropriate in number? Well chosen? Effectively used?   Yes, the examples provide the opportunity for the reader to apply the content to different situations.     f.        Use of graphics: Do they effectively illustrate and/or enhance the content?   There were not graphics in the manuscript, however the quotes to introduce each module were well selected.   g.       Applications: Are there reflective prompts, activities, etc. to engage the reader with the content?   Yes, this is a strength of the book.   h.      Other suggestions for revision.   8.      Are the ""so what?"" and ""what now?"" aspects spelled out for practitioners? In other words, is the importance and relevancy of the book clear?  Does the book adequately explain any desired target outcomes and provide realistic and useful steps to achieve those outcomes?   Yes, the book is very applicable to readers and uses essential questions to guide the practitioner’s thoughts.    9.      Do you recommend publication? Why or why not?   Yes, this book is needed in education. It encompasses different aspects of belonging and is applicable to any educational entity.   10.  If you were in a position to purchase copies of this book for yourself or for your team, school, or district, would you do so? Why or why not?   Yes, I would purchase copies. This is a very easy read in which all members of the school community could benefit from reading.     -- Alisa Barrett 1. Please comment on the manuscript’s organization. Do the contents contain a clear, consistent focus? Is the material well integrated, with themes interwoven throughout and with clear connections between parts and sections? As I read through the manuscript, there were quite a few moments in which I felt confused about the examples and then the supporting or un-supporting claims (examples will be shared). For example, the authors use a lot of statistics about belonging, identity, etc. but do not share much about the data set and how it might relate to students of different demographics and within varying communities. Yes, the research is cited in the footnotes, but the details about the study and its relevance aren’t deeply shared within the manuscript. For example, in module 1, there’s an example of suicide attempts among Black students. In comparison to white non-Hispanic students, and Native American students, Black students’ suicides, and suicide attempts appear to be very low according to recent information on JAMA’s website (Journal of the American Medical Association). This statement led me to wonder why this particular piece of information is being cited and if more information about belonging will be provided about students of all backgrounds (race, ethnicity, and gender affiliation). Moreover, I think the authors should be more transparent about the data they’re citing and why some of the citations are relevant and how they connect to the communities in which the reader may serve. Additionally, the 2 truths and a lie section were a little hard to follow. Particularly the first example and second of this tool. Perhaps it’s the use of punctuation rather than a heading, but I think that the correct answer should be highlighted in a way that’s more attention-grabbing than the format that it’s currently presented (The lie?). It just doesn’t read clearly. 2. Are there adequate examples, etc. to demonstrate the authors’ points? Considering that teachers may approach belongingness from their own point of privilege; it might be wise to offer some possible ""answers"" or ways to get started within the Essential Questions components. For example, the manuscript states ""How many systems do you have in place to ensure students know that they don’t belong?"" Might be hard for some individuals to see because of natural blindspots of our own identities. Providing examples of gender-neutral bathrooms or co-ed sports leagues might be a way to get the conversation going, for those who unintentionally cannot see adequate examples of exclusion. Or providing data and research of students and staff on the ways in which people are commonly excluded might provide additional clarity to the reader. 3. Does the intended coverage seem complete, without either significant omissions or excesses? As I read through Module 1, I began to wonder about the quantity of belonging necessary for academic and emotional success at school. Additionally, I began to wonder about the target audience of this text (given the statement about attempted suicides in HS). I think that the authors could and should speak more to ""how much belonging"" is needed (belongingness is marked by relationships - but how many relationships is it quality or quantity). Also there’s not much mentioned about the different needs and how belonging looks across K-12. The needs of high schoolers aren’t the same as elementary school students. 4. What are the book’s major strengths and weaknesses? I think that the topic of belonging is necessary. I’ve done a lot of work with Responsive Classroom, and think that this manuscript has the ability to provide some of the data and background insight that Responsive Classroom provides actionable steps for (by way of activities, ice breakers, etc). I think that the authors need to bring more clarity to this manuscript by way of being intentional about the organization of the text and really landing the key take-aways from each section. Additionally, I think there is a need for nonexemplar and exemplary ways of creating belonging within schools. I don’t think the authors are landing each section with a sense of urgency that the data cited highlights. Students are killing themselves because they feel as though they don’t belong. Students aren’t able to focus on their education and get into high education when they feel like they don’t belong. The stakes here are high, but the key takeaways across the board aren’t really hitting the urgency, proactivity, and thoughtfulness that school staff need to bring to the table (separate from their instructional tasks)… 5. Is there supplemental print or digital content that should be created to accompany the core book? If so, what do you envision that would look like. I don’t think that the authors are ready for this just yet… I think there are some other glaring issues throughout that need to be addressed before thinking of supplemental materials. 6. Do you feel that professional learning opportunities for schools, such as workshops, webinars, in-services, or extended professional learning could be built around this book? If so, describe what that might look like and how the book would fit into the equation. I think that workshops, observations, and feedback pertaining to the school’s environment all could be helpful. Perhaps even offering to come in as a third party facilitator to obtain belongingness feedback from families, students, and staff to create a strategic plan could be something of interest to schools with adequate budgets. 7. Please do a chapter-by-chapter review, noting where the material is weak, incomplete, or hard to follow. Please respond to the following questions for each chapter: a. Topic Coverage: What suggestions for additions, modifications, or deletions do you have? In the section describing physical features, supporting resources, and perceived violence. First, I thought that the names for these categories might be a little misleading, perhaps just complete the description’s name by saying the physical features of schools, supporting resources within the school, and perceived violence at the school. Additionally, there’s a weird overlap between the physical features and supporting resource section that was confusing to me. Additionally, the student-administrator section had a portion that I also found confusing. It discussed the importance of student-administrator relationships but then switched to commenting on teachers’ influence. Why not put this comment about teachers, in the section for teachers rather than including it in the student-admin section? b. Depth of coverage: Is it appropriate for the intended audience? The intended audience is unclear. I personally think that this book should be read by teaching, support, school leadership, and perhaps the school PTO. I think in order to do the work of creating an inclusive and welcoming school, you truly need as many eyes, individuals, and backgrounds looking at and discussing the environment to accurately access what changes need to be made. However, the examples mentioned within the text do not really speak to a grade level of students, although there does appear to be a leaning towards middle and high-school age groups. With that said, I’m unclear on who the intended audience is. However, I appreciate the authors mentioning that the reader can ""start a conversation"" about concerns, which implies that change may take time but focus on being an up-stander in your school’s community by taking your concerns to leadership. c. The internal organization of chapter/topic flow As I was reading, I caught myself rereading sections repeatedly and asking questions about the data being cited or looking to understand the answer within the 2 Truths and A Lie sections. For me, the manuscript reads in a disjointed manner. I think that there are places where more clarity and more direct insight should be provided to land the author’s point. For example, it says, ""More school districts are simplifying their dress codes by stating gender-neutral requirements that don’t single out groups. Eg, students are required to wear shirts, dresses, pants, and shoes that cover undergarments."" This example seems clear. Then it says, ""these policies can call out particular groups and communicate to the entire school that a certain community doesn’t belong."" This is confusing, because the example stated is a proactive example, why is ] there a critique afterward now stating that it’s calling individuals out. This language is unclear. Perhaps the authors can more clearly provide and highlight proactive and exclusionary examples. d. Writing style: Is it appropriate for the audience? As mentioned in previous sections, I think there’s an overarching lack of clarity about the data mentioned and used, along with few examples of how to foster belonging across the K-12 experience. So, in the absence of knowing the intended audience, I’m unsure that this is fully appropriate for K-12 at this time. e. Use of examples: Appropriate in number? Well chosen? Effectively used? I think more examples could be used throughout the manuscript. I think that the introduction o ""Representation as a Tool for Welcoming"" was the strongest introduction throughout the manuscript because the reader could immediately relate to the sense of ""being welcomed"". I think that more examples at the onset and within the essential questions discussion section are necessary, in order to make this work truly impactful. f. Use of graphics: Do they effectively illustrate and/or enhance the content? I think the survey graphics provide examples that upper elementary, middle, and high school students could more readily use. I think additional examples of how a teacher might use the surveys for younger students who are learning to read and/or students who are multi-lingual learners. g. Applications: Are there reflective prompts, activities, etc. to engage the reader with the content? Yes. But I think more can be done with these prompts and surveys as mentioned previously. h. Other suggestions for revision. 8. Are the ""so what?"" and ""what now?"" aspects spelled out for practitioners? In other words, is the importance and relevancy of the book clear? Does the book adequately explain any desired target outcomes and provide realistic and useful steps to achieve those outcomes? 9. Do you recommend publication? Why or why not? Not yet. I think that if you’re going to cite data, especially statistical data, then you need to be clear about why you’re using it and it’s connection to the broader landscape of education. Did these statistics come from urban, suburban, or rural schools? What were the demographics of students and staff? So forth and so on. I think it’s unfair to provide statistical information i n the absence of more detailed information about the study. Separate from the usage of statistical data… I think that some of the sections are unclear and hard to navigate. I think the authors really need to seek more clarity and streamline their key points by way of headings and bolding the key points throughout. 10. If you were in a position to purchase copies of this book for yourself or for your team, school, or district, would you do so? Why or why not? Not yet. I don’t think this manuscript is providing enough takeaway ideas and/or proactive examples of how to implement change. I think that there are a sense that the reader will be able to come up with ideas to foster belonging but that is naive. Teachers have bias and provide examples so that individuals can see past their own limitations and ableism are helpful in this case especially considering the countless ways that schools (and any place) can be ""unwelcoming"" and that which is at stake —- students’ success both mentally and academically -- Melissa Black Please comment on the manuscript’s organization. Do the contents contain a clear, consistent focus?  Is the material well integrated, with themes interwoven throughout and with clear connections between parts and sections?    Are there adequate examples, etc. to demonstrate the authors’ points?   Does the intended coverage seem complete, without either significant omissions or excesses? I saw that student-to-student relation has a small correlation in the Cemalcilar diagram, but I think it’s a missed opportunity not to include how to foster the learning conditions that promote peer-to-peer belonging, especially since the research was in 2010, pre-pandemic. However, the inclusion of fostering conditions of belonging in the classroom will largely depend on who the target audience is (see Question 5).   What are the book’s major strengths and weaknesses? Modules/chapters are concise and easy to read; chunked appropriately to create the aesthetics of an easy read. For the most part, the quick start and Take Action sections are tangible and easy-to-implement.   Is there a place to address the importance of individual identity and uniqueness within the context of belonging where the full self is welcome? We have a fundamental need to belong and a fundamental need to be unique (Todd Kadshan). Belonging is not about fitting in necessarily; true belonging demands we be who we are (Brown, 2022).   Is there supplemental print or digital content that should be created to accompany the core book?  If so, what do you envision that would look like. Perhaps the ""How to use this book"" will cover this, but the book navigates in and out of systems-level and classroom-level practices and strategies; much of what is offered in the book is geared toward administration, and teachers may or may not have influence over, e.g., module 1 covers systems-level, and Module 2 seems like it’s more directed at teachers with the greetings (unless the goal is to get admin to think about the orchestration of these concepts)   Do you feel that professional learning opportunities for schools, such as workshops, webinars, in-services, or extended professional learning could be built around this book? If so, describe what that might look like and how the book would fit into the equation.   Please do a chapter-by-chapter review, noting where material is weak, incomplete, or hard to follow.  Please respond to the following questions for each chapter: Introduction Topic Coverage: What suggestions for additions, modifications, or deletions do you have? To further lay the groundwork for why: there may be room to explain the role that fear and anxiety have on learning–inhibits, short-circuits the brain, undermines cognitive capacity–(Darling-Hammond et al., 2021; Dehaene, 2020) and the role that belonging and positive relationships play to counteract the effects (Schmidt, Shernoff, Csizkzentmihalyi, 2014)   ""The culture of schooling is not a neutral culture where every child naturally finds belonging. Teacher have to intentionally carry a disposition in their practice that enacts an inviting space for all students, including those who have been traditionally marginalized"" (Douglas & Peck, 2013)   To add to the notion that belonging makes all the other effects possible, the idea that belonging is the soil from which growth is possible, fosters the conditions for success (Strayhorn, 2023)   Intro discusses that when people feel like they belong, they experience positive health outcomes… like what?   After Cohen’s definition of belonging, the notion of "" I have a place here"" could be helpful. Depth of coverage: Is it appropriate for the intended audience?                              Take action and quick start are strong, tangible, and actionable Internal organization of chapter/topic flow Writing style: Is it appropriate for the audience? Use of examples: Appropriate in number? Well chosen? Effectively used? Use of graphics: Do they effectively illustrate and/or enhance the content? Applications: Are there reflective prompts, activities, etc. to engage the reader with the content? Other suggestions for revision. Module  1 Topic Coverage: What suggestions for additions, modifications, or deletions do you have? Page 5: ""To learn, students need to…"" That’s not entirely true; consider ""To learn best, students need to…""   Depth of coverage: Is it appropriate for the intended audience? Consider this student survey from Penn GSE in ""Knowing if Students feel like they belong"" Internal organization of chapter/topic flow Writing style: Is it appropriate for the audience? Use of examples: Appropriate in number? Well chosen? Effectively used? Use of graphics: Do they effectively illustrate and/or enhance the content? Applications: Are there reflective prompts, activities, etc. to engage the reader with the content? Although the content of this module is great, I’m not sure it actually addresses the essential questions listed; essential questions and ""think about"" are wonderful topics to ponder, but I don’t know that the module itself really pushed readers to reframe their thinking around these ideas. Module 2: Representation as a Tool for Welcoming seems to address them better. Other suggestions for revision.   Module 2: Welcome Topic Coverage: What suggestions for additions, modifications, or deletions do you have? Situation crafting could benefit from a stronger explanation. There’s a lot of power in how it’s explained in the research to create some Aha! moments for readers. The experiences  and context ultimately develop belonging, not signs that say ""You belong here."" Thus, the situation crafting can be a powerful way for educators to think about the experiences they’re creating.    Take Action: Consider adding Belonging Interventions like Values Affirmations (Cohen) and/or Values Activation (Porosoff, 2023) as a means of sharing stories and crafting new lived experiences that suggest ""I am not alone""   To bolster the idea of welcoming, consider the impact of negativity bias (Walton & Cohen, 2011) Depth of coverage: Is it appropriate for the intended audience? Internal organization of chapter/topic flow Writing style: Is it appropriate for the audience? Use of examples: Appropriate in number? Well chosen? Effectively used? Use of graphics: Do they effectively illustrate and/or enhance the content? Applications: Are there reflective prompts, activities, etc. to engage the reader with the content? Other suggestions for revision.   Module 3: Invited Topic Coverage: What suggestions for additions, modifications, or deletions do you have? Could develop the idea of Relational Wealth or Relational Intelligence Depth of coverage: Is it appropriate for the intended audience? Internal organization of chapter/topic flow Writing style: Is it appropriate for the audience? Use of examples: Appropriate in number? Well chosen? Effectively used? Use of graphics: Do they effectively illustrate and/or enhance the content? Applications: Are there reflective prompts, activities, etc. to engage the reader with the content? Other suggestions for revision. Module 4: Present Topic Coverage: What suggestions for additions, modifications, or deletions do you have? Based on the contents of the book, I wonder if the reference to Why are all of the Black Kids Sitting Together in the Cafeteria? is misused. The book has more to deal with kids self-segregating/grouping with other students who share a similar racial background and story (hence creating a group of belonging). The reference could work, but it’s a stretch.   Depth of coverage: Is it appropriate for the intended audience? Internal organization of chapter/topic flow Content is strong. Writing style: Is it appropriate for the audience? Use of examples: Appropriate in number? Well chosen? Effectively used? Use of graphics: Do they effectively illustrate and/or enhance the content? Applications: Are there reflective prompts, activities, etc. to engage the reader with the content? Other suggestions for revision.   Are the ""so what?"" and ""what now?"" aspects spelled out for practitioners? In other words, is the importance and relevancy of the book clear?  Does the book adequately explain any desired target outcomes and provide realistic and useful steps to achieve those outcomes? Perhaps with some of the ""Think About"" sections could benefit from providing readers with tangible tools to help them think/assess.     Do you recommend publication? Why or why not?   If you were in a position to purchase copies of this book for yourself or for your team, school, or district, would you do so? Why or why not?   Please also consider one additional question unrelated to this project:  What other topics or books are critical to general classroom teachers that Corwin should consider publishing? -- Kierstan Barbee"

"The authors have done an amazing job of outlining the importance of building a sense of belonging for all stakeholders in education. The focus is on building positive relationships where everyone feels welcomed, invited, present, known, accepted, involved, heard, supported, befriended, needed, and loved.This is the core of what all educators need to invest their time and energy on. Once you create this sense of belonging, you can then tap into each student and educator′s true potential. The sky′s the limit once you make this happen. -- Dick Keeler Belonging in School is a delightful primer on how schools can make students, staff, parents and guardians, and community members feel welcome. Students work for people they like in places they like. This book provides a pathway to create those conditions and ensure inclusivity, connectedness, and academic success for all. -- Zachary S Robbins, Ph.D. Yessss! (Or maybe - Finally!) A whole book devoted to building the kind of culture in schools that’s worth restoring. Every kid desires and deserves to belong. Teachers, listen up! Content knowledge matters less if you don’t know how to build community. The authors break down the dimensions of belonging in a way that engages educators and shows them how to create and hold space for every student.   -- Shawn Bush, Ed.S. Dr. Smith′s work with our districts has been nothing short of transformative. With a deep understanding of the critical importance of creating an inclusive, supportive school environment, Dr. Smith has guided our educators and administrators to rethink traditional disciplinary approaches. Instead of punitive measures, we now focus on restorative practices, conflict resolution, and social-emotional learning. The result has been a marked decrease in disciplinary incidents and a notable increase in student engagement and satisfaction. ""Belonging in School"" takes us to the next level in our journey toward creating a more inclusive, supportive, and positive educational environment. The illustrated playbook is a comprehensive guide that offers practical, actionable strategies for fostering belonging not only among students but also among teachers and staff. This holistic approach recognizes that when educators and staff feel a sense of belonging, it naturally extends to students, creating a ripple effect of positivity and engagement throughout our schools. -- Summer Prather-Smith"

Author Information

Dominique Smith, EdD, is chief of educational services and teacher support at Health Sciences High and Middle College in San Diego, California. Smith is passionate about creating school environments that honor and empower students. His research and instruction focus on restorative practices, classroom management, growth mindset, and the culture of achievement. Dominique also provides professional learning to K-12 teachers in small and large groups that address classroom and school climate and organization. He holds a doctorate in educational leadership from San Diego State University with an emphasis on equity as well as a master’s degree in social work from the University of Southern California. Dominique also holds credentials from San Diego State University in administrative services, child welfare, PPS, and attendance. Smith has been recognized with the National School Safety Award from the School Safety Advocacy Council. In 2018, he delivered a TED Talk on building relationships between students and teachers.  Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator.  He is a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning. Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook. Vincent Pompei, Ed.D., is an education consultant who specializes in promoting equitable school practices and inclusive environments for LGBTQ and gender-expansive students. He currently works as an assistant professor in the doctoral program for Educational Leadership at San Diego State University. Previously, Vincent was the National Director of the Well-Being Program for the Human Rights Campaign and held roles as a Project Director for the Center for Excellence in School Counseling and Leadership, as well as a middle school teacher and high school counselor. His accomplishments include serving as President of the California Association of School Counselors, writing the LGBTQ section of the ASCA’s National Model®, and working as a national cadre trainer for the NEA. Recognized nationally for his dedication to safety and inclusion, Vincent has spoken at numerous events and conferences, as well as authored several publications. His most recent works were focused on supporting LGBTQ students in virtual environments and helping students with disabilities. Vincent earned his doctorate in educational leadership from San Diego State University. Rachael Stewart, Ed.D., holds the position of Professor and Director of Academic and Career Programs within the Division of Student Affairs and Campus Diversity at San Diego State University. Her area of expertise lies in the study of organizational leadership, change, policy, and practices in education systems. Her research is primarily focused on the creation of conducive environments for student success through engagement, retention, and post-graduate outcomes.

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