Abstract
ABSTRACT Despite the importance of student–adult relationship to students’ experiences of school belonging, little is known about the activities that create and sustain these relationships. In the present article, we examine the interpersonal and institutional relationship-building activities described by students and adults following a transitional school year in Norway. The transitional school year is a program provided for students at risk of early school leaving. We conducted reflexive thematic analysis of semi-structured interviews involving 17 students and 5 employees. The most prominent topic was activities that involved being seen, heard, and responded to. Additionally, students and adults took part in both institutional and interpersonal relationship-building activities. Implications for practice are discussed.
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