A Mixed Method Approach to Understand Factors That Promote Classroom Belonging and Engagement for High School Students - Dissertation

Sep 21, 2026

A mixed method dissertation investigates factors that promote classroom belonging and student engagement for high school learners. Grounded in the author’s clinical and school social work experience, the study reflects on students’ transitions into new school settings and how unmet social or learning needs can affect participation. The work emphasizes school-based systems that support both special and general education students, aiming to inform interventions that help students gain or maintain self-esteem while learning in supportive environments.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages145

Reading Time6 h 5 min

AccessFree to download

Preface

Professional background and path to PhD

School-based practicum and early challenges

Charter school experience and student service systems

THE UNIVERSITY OF CHICAGO A MIXED METHOD APPROACH TO UNDERSTAND FACTORS THAT PROMOTE CLASSROOM BELONGING AND ENGAGEMENT FOR HIGH SCHOOL STUDENTS A DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF SOCIAL SERVICE ADMINISTRATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY BY TASHA SENECA KEYES CHICAGO, ILLINOIS JUNE 2017 Copyright 2017 Tasha Seneca Keyes All rights reserved This dissertation is dedicated to all the students who before they can fully engage and learn; first, need to belong. PREFACE Sixteen years had lapsed from the time I received my Masters in Social Work till the time I returned to graduate school to work on my PhD. During the “in between” years I became a mother of two daughters and obtained the status of a licensed clinical social worker (LCSW) . I have worked as a medical social worker on a rehabilitation unit, a home health social worker visiting patients after a hospital discharge, a social worker who worked with families who had been referred by Division for Children and Families Services (DCFS), an acute psychiatric inpatient social worker on the children and adolescent unit (PRN), and a school social worker. It was when I started working in schools that I found the place where I belong. The focus during my master’s program was in gerontology and so when I decided I wanted to work in schools I needed to go back to the College of Social Work, take a few school social work-related classes and complete a school- based practicum (600 hours) of supervised field training. I was fortunate that I was assigned supervision with Maggie Laun, LCSW at Jackson Elementary in Salt Lake City, Utah for my practicum. She not only taught me the skills I needed to become certified to work in schools but also showed me the important school-based social work skills to promote social justice and equity in an educational setting. However, much to my dismay when I completed my practicum, I was unable to find a job. Most of Utah public school districts only hired school psychologists, to perform educational testing for special education services which are funded by the federal government. Luckily for me the timing of when I was looking for a job coincided with the Utah charter school boom and there were charter schools popping up along the Wasatch Front like wild flowers. Frustrated that I couldn’t find a job, I decided to write a proposal to contract school social work services to any charter school that would take me. Three charter schools contacted me and over the next few years I worked in these charter schools with students, parents and teachers and developed systems to address students’ social and emotional issues that were interfering with their learning. I eventually was hired full time by one of those charter schools. Working in charter schools, allowed me the freedom and flexibility to create student services that included all students. I was able to develop the social/emotional portion of the student services and support department which consisted of wrap-around services for students in both special education and general education. This was unusual because in many of the Utah public schools, the school based student service professionals were not given this type of autonomy and flexibility. It was more common that school-based student services professionals primarily worked with student who had special education designations and dealt with crises as they emerged. The benefit to working with the entire student body is that systems and structures can be implemented that teachers, students and parents can access more easily because they apply to everyone. Additionally, more students can be served and the school based student service professionals have better follow through. However, the downside to implementing this type of program is that the principal and other support staff must also be willing to work together for the school based students service professional to not bec

FAQs

What is the dissertation’s central focus?

It studies factors that promote classroom belonging and engagement for high school students.

Why does the author connect the topic to personal practice experience?

The author’s school social work work involved supporting students who moved into new school environments and struggled to belong, informing the dissertation’s concern with belonging and engagement.

How did the author’s work shape the dissertation perspective on student support?

The author developed systems in charter schools to address students’ social and emotional needs across both special education and general education, highlighting benefits and practical requirements for school-wide support.

Sep 21, 2026

Uploaded by Sophia Brooks