Beliefs Beget Belonging: How Teachers Can Cultivate a Sense of Community for Students

Format

Individual Presentation

Format

Individual Presentation

Presenters

Keonya Booker, COFCFollow

First Presenter's Institution

College of Charleston

First Presenter’s Email Address

bookerkc@cofc.edu

First Presenter's Brief Biography

Keonya Booker is an Associate Professor of Teacher Education and interim Dean of the Graduate School at the College of Charleston. She earned her Ph.D. in educational psychology, measurement and evaluation from the University of North Carolina at Chapel Hill. Her research and scholarship focus on school belongingness, mentoring and classroom community for students of color. Booker previously served as Associate Dean in the Graduate School. Booker teaches both graduate and undergraduate students in the Department of Teacher Education.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Verelst

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

This proposal exemplifies the Heart strand, which focuses on social and emotional wellbeing of children and youth. Because it addresses students' feelings of relatedness and connection, it also applies to the Health strand.

Brief Program Description

In this session, we will explore the power of beliefs in the development of school belonging. Both teachers and students bring many thoughts into the classroom environment that impact how they view themselves and each other. Through vignettes, scenarios, polls, and pointed questions, we will discuss specific strategies teachers can implement to cultivate a mindset of valuing and belonging with their students.

Summary

School belonging refers to a constellation of beliefs, experiences, and expectations that students bring into the learning environment (Keyes, 2019). One of the biggest predictors of student motivation, persistence, valuing, and satisfaction with school is the degree to which students feel a sense of community with their teachers and peers. Belonging is a basic human need that is fundamental to adaptive mental health and wellbeing (Osterman, 2010; 2023). The ability to maintain stable and fulfilling relationships with others connotes acceptance and support by those in our immediate environment (Ransom, 2020). Learning cannot be maximized when students feel devalued, disconnected, or diminished. In my research endeavors with local educators, I have found that teachers who demonstrate a caring and “warm demanding” disposition recognize (and prioritize) the need to create a psychosocially safe space for their students (Ware, 2006).

In this session, we will explore how educators can use students’ current belief systems and mindsets to build rapport and synergy in the classroom. Teachers, counselors, coaches, and others who regularly work with youth will benefit from the introduction of strategies and techniques that foster a sense of relatedness for all students.

Evidence

Keyes, T. S. (2019). A qualitative inquiry: Factors that promote classroom belonging and engagement among high school students. School Community Journal, 29(1), 171-200. http://www.schoolcommunitynetwork.org/SCJ.aspx

Osterman, K. F. (2010/2023). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 971-993). Springer.

Ransom, J. C. (2020). Love, trust, and camaraderie: Teachers’ perspectives of care in an urban high school. Education and Urban Society, 52(6), 904-926. https://doi.org/10.1177/0013124519894973

Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban Education, 41(4), 427-456. https://doi.org/10.1177/0042085906289710

Learning Objective 1

Define school belonging and its associated adaptive outcomes for students.

Learning Objective 2

State why belonging is critical at certain grade and developmental levels.

Learning Objective 3

Discuss methods for increasing belonging.

Keyword Descriptors

Select a method to implement with youth in their current field of employment.

Presentation Year

2025

Start Date

3-5-2025 9:45 AM

Recommended Citation

Booker, Keonya, "Beliefs Beget Belonging: How Teachers Can Cultivate a Sense of Community for Students" (2025). National Youth Advocacy and Resilience Conference. 71.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/71