How can schools foster participation and belonging for all students?

Background: Despite ongoing policy and intervention efforts,many Western education systems face the persistent issue ofyoung people disengaging from school. Young people possessvaluable insights into their lived experiences of school, particularlyregarding what fosters or inhibits their participation and belonging.However, their perspectives – especially those of students whostruggle with school – are rarely solicited or compared with thoseof staff in efforts to improve educational practice.Purpose: This study explored student and staff perspectives onparticipation and belonging practices across ten high schools inNew South Wales (NSW), Australia. It investigated how participationpractices (e.g. having a say, making choices, working collaboratively)and belonging practices (e.g. connecting with peers andstaff, fostering safety, being respected and included) were understoodand experienced. It aimed to identify the conditions thatsustained these practices, and to examine the changes needed.Method: Guided by the theory of practice architectures andrecognition theory, the study employed a qualitative case studydesign, involving focus groups with 183 students and in‑depthinterviews with 40 staff. Data were analysed thematically.Findings: While there were differences between students and staffregarding the perceived frequency and importance of identifiedparticipation and belonging practices, there was consensus aboutthe importance of collaborative, respectful relationships. Studentsemphasised that feeling cared for, respected and valued in theirrelationships with staff and peers was a key precursor to belongingand participation. This was fostered through practices such as beingtreated with dignity and equality, being listened to and supported,and by staff showing genuine interest in students’ lives both atschool and at home.Conclusion: The findings provide rich insight into the importanceof routine, everyday practices in shaping students’ lived experiencesof participation and belonging. They also underline theneed for close attention to relational practices, in particular thosethat prioritise respect, inclusion and collaboration.