Teacher strategies for promoting acceptance and belonging in the classroom: a New Zealand study

Abstract

ABSTRACT Acceptance and belonging are essential to human growth and development. Currently, there is limited literature regarding acceptance and belonging in the field of special education and what facilitates this experience within the classroom. This research study asks: ‘How do New Zealand school settings help or hinder a sense of acceptance and belonging in children identified as having special education needs?’ Six case studies representing a typical sample of students within New Zealand schools and classrooms were recruited. Interviews were organised with the child, parent/guardian, teacher, teacher aide and other professionals. A thematic analysis identified seven themes, of which the role of the teacher in facilitating acceptance and belonging emerged. The teacher’s ability to monitor and provide feedback to the child in the classroom, action targeted teaching skills such as scaffolding and repetition, and fostering inclusion through enabling fun activities, group work and incentives emerged as key strategies. In addition, being able to manage the environment with respect to seating arrangements and integrating the child into classroom activities were important. Ultimately, any teacher strategies must be child centred to ensure optimal inclusion through acceptance and belonging.