Sharing Student Projects

The aim of this study was to explore the factors that affected primary school ASR students’ sense of belonging in their new schools and communities. This study explored the perceptions of teachers, rather than the ASR students themselves. Teachers are closely involved and familiar with the school system, therefore their insights could provide great detail on changes that could facilitate this belonging at a school level. Research showed that belonging was essential for any ASR students’ transition into their new schools and communities. Additionally, past studies showed that various systems in an individual’s life including their peers, family, teachers, and wider community greatly impact their feelings of belonging. The study aimed to explore teachers’ perceptions of the factors that affect ASR students’ belonging and steps that can be taken to overcome any barriers. The target population included primary school teachers or teaching assistants in the UK who have taught ASR students for at least a year. The sample for the study included 8 teachers; 6 females and 2 males between the ages of 24 and 39. One teacher was based in Glasgow, three in Manchester, two in Birmingham, and one in Bradford. Out of these teachers, all of them identified as British/White except for two, who both identified as Asian. After obtaining consent from the participants, they were invited to attend an online interview to discuss their thoughts. Semi-structured interviews were used with some pre-prepared questions that were formulated through existing studies, whilst simultaneously allowing for flexibility in answering the questions based on the participant responses. The interview reponses were analysed through methods of Thematic Analysis, which uncovered certain themes and subthemes to answer the research questions. The findings showed four major themes that affected an ASR students’ sense of belonging: Student Upbringing, Psychological Well-being and Resilience, Ecosystems of Support, and Inclusive School Practices. These themes drew upon the bio-psycho-socio-ecological model, which highlighted the importance of a holistic approach to fostering a sense of belonging among ASR students. The findings also emphasised that teachers’ perceptions of their own roles, as well as their readiness to accommodate to ASR students in their class, affected the efforts that they put into promoting a sense of belongingness. This ties in with the literature on self-efficacy, explaining that teachers’ beliefs in their own abilities significantly affect student motivation, feelings of belonging, and educational outcomes. Finally, the findings highlighted the importance that school systems have to create a welcoming and inclusive environment for ASR students. Teachers also stated that their own beliefs in the abilities to help ASR students would increase if schools provided additional resources and training to teachers to assist teachers to accommodate the needs of ASR students. The key recommendations provided by this study involve changes made from various surrounding networks in the ASR child’s life. It is crucial to integrate them into their new communities while preserving their cultural identities. Parents play a pivotal role, impacting their children's sense of belonging through their own integration. Peer relationships, even with language barriers, are vital, facilitated by extracurricular activities. Teachers must prepare and seek additional resources and training to boost self-efficacy. Schools should provide continuous support, starting before enrollment, and aid teachers with training, resources, and additional staff. Whole-school changes, such as integrating ASR topics and enhancing cultural representation, promote inclusivity. In conclusion, promoting ASR students' belonging requires a comprehensive approach and collaborative efforts across support systems to create an inclusive school and community.

The research findings hold significant implications and recommendations. By implementing the strategies outlined in the research, schools can create more inclusive and welcoming environments for ASR students. This can result in improved educational outcomes and a greater sense of belonging among ASR students. Teachers can benefit from this research by gaining insights into how they can better support ASR students. They can adapt their classroom practices and create a positive environment to accommodate the diverse backgrounds and needs of ASR students. Parents of students can benefit from this research by understanding the importance of their involvement in their children's sense of belonging. They can actively engage with schools, attend cultural events, and support their children's integration. Additionally, the broader community and the general public can benefit from this research as it promotes fostering a more harmonious society. At a policy and governmental level, policymakers in the Department of Education can consider implementing these suggestions to schools all around the UK to promote inclusion, and can consider the importance of funding training and resources to support ASR students. All of the findings tie together essential to support ASR students, who are the primary beneficiaries. The research suggests that by fostering a sense of belonging, ASR students can have a smoother transition into their new communities, allowing them to feel more valued and integrated.