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dc.contributor.authorDimitrellou, Eleni
dc.contributor.authorHurry, Jane
dc.date.accessioned2018-10-02T13:40:45Z
dc.date.available2018-10-02T13:40:45Z
dc.date.issued2018-08-20
dc.identifier.citationDimitrellou, E., and Hurry, J. (2018) School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity, European Journal of Special Needs Education, DOI: 10.1080/08856257.2018.1501965en
dc.identifier.issn0885-6257
dc.identifier.issn1469-591X
dc.identifier.doi10.1080/08856257.2018.1501965
dc.identifier.urihttp://hdl.handle.net/10545/623007
dc.description.abstractDespite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/08856257.2018.1501965en
dc.rightsArchived with thanks to European Journal of Special Needs Educationen
dc.subjectInclusive ethosen
dc.subjectschool belongingen
dc.subjectsocial relationsen
dc.subjectLearning difficultiesen
dc.subjectbehavioural difficultiesen
dc.titleSchool belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivityen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalEuropean Journal of Special Needs Educationen
dc.contributor.institutionInstitute of Education, University of Derby, Derby, UK
dc.contributor.institutionDepartment of Psychology and Human Development, Institute of Education, University of London, London, UK
dc.internal.reviewer-noteNo pre-publicationen
dc.date.accepted2018-06-12
refterms.dateFOA2019-02-28T17:31:38Z
html.description.abstractDespite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.


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