Educator Perspectives on Inclusivity and Belonging in the Classroom
Date
2024-04-12
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Southern New Hampshire University
Abstract
In 1993, Carol Goodenow and Kathleen Grady “defined school belonging as ‘the extent to which children feel individually welcomed, respected, included, and supported by others within the school social environment’” (Allen, 2022, para. 4). This definition still applies today, but has evolved to include children feeling as though they can be their authentic self in the classroom, even if that is the only place they can be their true self. The intent of this research is to use a survey to examine educator perspectives on inclusive practices, with a focus on two elements of a classroom with a sense of belonging. First, what does an inclusive classroom environment feel like for students, and second, what strategies and practices do teachers implement that create an inclusive classroom? The results of the survey will be analyzed and presented to showcase how educators can ensure all students are celebrated, and to compare the research to what is currently happening in the classroom.
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