THE EXPERIENCE of SCHOOL BELONGING: AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS

摘要: This thesis explored the lived experience of ‘belongingness’ with three boys identified persistent literacy difficulties in mainstream education. Belongingness has been described as a fundamental human need (Baumeister & Leary, 1995), and this research takes multiple perspective on construct. school linked to many positive psychological academic outcomes (Furrer Skinner, 2003; Osterman, 2000), also negative psychological, academic, behavioural 1995; Lee Breen, 2007; Sargent et al. 2002). Thus strong sense belongingness may be especially important for pupils (Solomon 1997). study addressed gap empirical field, seeking understand ‘lived experience’ school. Data was collected from semi-structured interviews discussion during drawing tasks, findings were analysed using interpretive phenomenological analysis (IPA) (Smith, 1996) Five super-ordinate themes along accompanying sub-themes; 1. ‘interpersonal relationships’, 2. ‘teacher practices’, 3. ‘emotional equilibrium’, 4. ‘physical illness’, 5. ‘self-exclusion disengagement’. Descriptions are presented corresponding subordinate themes. Physical illness emerged an unexpected master theme, ‘importance personal leisure time’ sub-theme equilibrium’ both yet unexplored domain. Although boys’ experiences had similarities, there very clear differences their accounts. These results discussed relevance previous literature, epistemological stance study. The implications recommendations researchers professionals education field outlined. An action plan site is provided. provided valuable insight into belonging, makes original contribution body knowledge area.