Theories of school belonging situate causes at the individual level and neglect the structural and compositional features of schools, which remain under-theorized¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Structural and compositional features of schools may play an important role in belonging, but there is relatively little empirical work and no developed theory on their impact. → Kelly-Ann Allen 2025

Evidence¶

Kelly-Ann Allen 2025¶

Kelly-Ann Allen. (2025). School Belonging: Evidence, Experts, and Everyday Gaps. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10055-x

q1 · i? · qualitative · r2

Expert interview with Mieke Van Houtte in this narrative-analysis study. She observes that belonging theories situate causes at an individual level, framing belonging in ingroup-outgroup relations, while school-context effects research remains an open opportunity. No quantitative data reported.

"structural and compositional features of the school might play an important role, and there is relatively little empirical work focusing on this, let alone theories underpinning the impact of the school context."

Discussion¶

Related Claims¶

• Formative assessment is theorized to foster motivation by supporting autonomy, competence, and relatedness — related
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
• AI's role in shaping interaction, epistemic agency, and shared regulation in collaborative learning remains under-theorized — related