Chapter 10: Mapping Belonging: A Sociocultural and Socioecological Approach Within Educational Contexts

Pause for a moment to consider the question: Do you feel a sense of belonging? You might feel a sense of belonging in relation to a school, a workplace, your home, a group, a culture, or anything else. You may find yourself wonder not just the question itself but also its underlying implications. For instance, what context are we talking about when we discuss “belonging?” How does the concept of “belonging” in the question align with your personal understanding of it? Is there a “right” way to perceive it?

If asking whether you “belong” to something has triggered additional questions, then you’re precisely where this chapter aims to meet you. The purpose of this chapter is fourfold: (1) to critically dissect the complexities of belonging through theory and research, (2) to examine its relevance to students, and schools, (3) to delve into the multifaceted sociocultural and socioecological factors that influence belonging in the lives of individuals, and (4) to argue for the re-evaluation and evolution of existing theories and frameworks on school belonging, suggesting that rather than adhering to static, one-size-fits-all models, we must embrace frameworks, models, and theories that are flexible, adaptable, dynamic, and personalized. This shift is essential to develop practical, effective strategies that enhance belonging in diverse educational environments. By recognizing the fluid and evolving nature of belonging, we can better address the real-time needs and contexts of students, thus enabling more sustained engagement in their educational experience.