Sharing Power to Foster Belonging
A sense of belonging is essential for boys' success in educational settings. When boys feel part of a supportive community, they are more likely to thrive (Challenge Success, 2024). Research shows a strong, bi-directional relationship between a student's sense of belonging and their academic engagement (Pope & Miles, 2022). In light of this, educators are continually seeking effective ways to build connections, foster positive relationships, provide social support, and create a climate of care that celebrates each student’s unique identity and contributions (Challenge Success, 2024). However, as we know, this is no easy task.
The need to foster a sense of belonging is clear, but finding the most effective strategies across varied educational settings presents a real challenge. Boys and Belonging: Facilitating Inclusivity, Diversity, and Connectedness is the theme of the 2024-25 IBSC Action Research Program, and as I met with my fellow researchers at Harrow School this past June, it was inspiring to see educators from around the world exploring diverse approaches to this crucial topic. As the week unfolded, however, I found myself both motivated and slightly overwhelmed as ambitious projects filled with grand actions began to take shape around me. The week left me wondering if a smaller, more practical scale might yield stronger results.
We know that boys are relational learners and that fostering strong relationships involves expressing care, challenging growth, providing support, sharing power, and expanding possibilities (The Education Trust, 2021). Nearly everything we do in the classroom can contribute to a sense of belonging. In her article The Promise, Power, and Practice of Student Agency, Tanji Reed Marshall argues that to create a belonging supportive environment, “teachers today need to consider a variety of pedagogical moves that center students in the instruction. There needs to be a move toward a balanced approach whereby teachers and students partner to co-construct student learning.” Integrating student agency and voice into learning experiences is essential for shifting power dynamics and cultivating environments where adults act as facilitators (Reed Marshall, 2022).
With this understanding as the foundation for my Action Research project, I am exploring the relationship between choice, shared power, and a sense of belonging. This year, I will be collaborating with the SPARC Team to investigate how co-constructing success criteria affects their feelings of inclusion and connectedness, as well as their engagement with the learning process. I am hopeful that embedding this action into their student-led research will empower them to take ownership of their learning, thereby building agency and voice. Ultimately, this empowerment should enhance their sense of belonging, as they feel their unique contributions are valued and respected, leading to deeper engagement with their educational experiences.
By embracing student voice and agency, we can create learning environments where boys feel genuinely valued and connected, paving the way for greater engagement and a lasting sense of belonging.
References
Challenge Success. (2024, June). Student voice report. https://challengesuccess.org/wp-content/uploads/2024/06/Challenge-Success-2024-Student-Voice-Report.pdf
Pope, D., & Miles, S. (2022). A caring climate that promotes belonging and engagement. Phi Delta Kappan, 103(5), 8-12. https://doi-org.ezproxy.torontopubliclibrary.ca/10.1177/00317217221079972
Reed Marshall, T. (2022). The promise, power, and practice of student agency. Educational Leadership, 79(6). https://www.ascd.org/el/articles/the-promise-power-and-practice-of-student-agency
The Education Trust. (2021, March). The importance of strong relationships as a strategy to solve unfinished learning. Retrieved from https://edtrust.org/wp-content/uploads/2014/09/The-Importance-of-Strong-Relationships-as-a-Strategy-to-Solve-Unfinished-Learning-March-2021.pdf.
