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It addresses persistent challenges in fostering belonging for all students and argues that belonging is also social, cultural, and political. By outlining six underemphasized aspects—agentic, intersectional, systemic, political, place-based, and a right—the article proposes a definition integrating these dimensions to guide future research and educational practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-right-to-belong-in-school-a-critical-transdisciplinary-conceptualization-of-school-belonging/590209/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-right-to-belong-in-school-a-critical-transdisciplinary-conceptualization-of-school-belonging/590209.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article redefine “school belonging”?","Question",{"text":112,"@type":113},"It frames belonging as more than a psychological sense, treating it as a social, cultural, and political process that includes agency, intersectionality, systemic conditions, place, and a right.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges to fostering belonging does the article highlight?",{"text":117,"@type":113},"It describes schools as frequent sites of othering and alienation, affecting groups that diverge from dominant culture, and points to both overt and implicit exclusion through practices, discipline, tracking, and curriculum messaging.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article suggest for future research and practice?",{"text":121,"@type":113},"It proposes integrating the underemphasized aspects into a comprehensive definition and uses that definition to set directions for research and interventions that normalize belonging in schools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590209,1792627576,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2023, Vol. 9, No. 1, pp. 1–12 DOI: 10. 1177/23328584231183407  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Right to Belong in School: A Critical, Transdisciplinary Conceptualization of School Belonging  \nPaul J. Kuttner  \nUniversity of Utah  \nBelonging is a critical factor for supporting student success and well-being in school. Unfortunately, the work of fostering belonging at school for all students continues to face significant challenges. One reason is that the field of education is working from a limited conception of school belonging, based mainly in the discipline of psychology. Belonging is more than just a psychological sense—it is also a social, cultural, and even political process. In this article, Paul Kuttner explores six aspects of belonging that are underemphasized in the school belonging literature, arguing that we should think of school belonging as agentic, intersectional, systemic, political, place-based, and a right. Kuttner proposes a definition of belonging that encompasses these aspects and uses it to suggest future directions for research and practice.  \nKeywords: belonging, critical theory, cultural citizenship, disparities, diversity, interdisciplinary teaching and research, learning environments, mixed methods, place-attachment, politics of belonging, school belonging  \nA sense of belonging is widely understood by psychologists to be a fundamental human need and motivational driver (Baumeister & Leary, 1995; Deci & Ryan, 2008; Maslow, 1954) . A feeling that you belong to a group—that you are important to the group and the group is important to you, that you have established long-term caring relationships—has been linked to a wide range of positive outcomes related to mental health, self-concept, life satisfaction, and overall health (Allen & Bowles, 2012;Allen et al., 2021a; Baumeister & Leary, 1995; Hagerty et al., 1996). A substantial body of research has also demonstrated that a sense of belonging is integral to positive student experiences in schools. Students who feel they belong at school are overall more motivated and engaged, have higher attendance, are less disruptive and distressed, achieve higher test scores, and complete school at higher rates (Allen & Bowles, 2012; Gillen-O’Neel & Fuligni, 2013; Hughes et al., 2015; Ma, 2003; OECD, 2017; Osterman, 2000; Pittman & Richmond, 2007; Sánchez et al., 2005) .  \nUnfortunately, the work of fostering belonging at school for all students continues to face significant challenges (Riley, 2022) . Schools are too often sites of othering and alienation, disproportionately impacting groups that do not align with the dominant culture, including Black students, Indigenous students, students of Color, LGBTQIA+ students, low-income students, students of immigrant and refugee background, and disabled students. This othering can take many forms, from bullying and overt discrimination (Assari & Caldwell, 2018; Dotterer et al., 2009; Espelage  \net al., 2015; Russell et al., 2014) to exclusionary discipline and tracking policies (Bottiani et al., 2017; He & Fischer, 2020; Morrison et al., 2005; Owens & McLanahan, 2020) to implicit messages in curriculum and practice that communicate to students that school is not a place for them or their communities (Celeste et al., 2019; Covarrubias & Fryberg, 2015). According to data from the Organisation for Economic Co-operation and Development (OECD), school belonging is decreasing on average around the world, with nearly one in three students reporting that they do not feel they belong (OECD, 2017, 2019) . This includes significant in-country belonging gaps between the wealthy and nonwealthy, boys and girls, and immigrants and native-born students (OECD, 2017) .  \nBelonging is complex, and students from","cbCaineZI7O5S2Eu","https://ap.wps.com/l/cbCaineZI7O5S2Eu","pdf",495414,12,"English","# Overview\n## Belonging beyond psychology\n## Belonging outcomes for students\n## Barriers: othering and alienation\n## Belonging gaps and privilege\n## Research gaps and future directions","[{\"question\":\"How does the article redefine “school belonging”?\",\"answer\":\"It frames belonging as more than a psychological sense, treating it as a social, cultural, and political process that includes agency, intersectionality, systemic conditions, place, and a right.\"},{\"question\":\"What challenges to fostering belonging does the article highlight?\",\"answer\":\"It describes schools as frequent sites of othering and alienation, affecting groups that diverge from dominant culture, and points to both overt and implicit exclusion through practices, discipline, tracking, and curriculum messaging.\"},{\"question\":\"What does the article suggest for future research and practice?\",\"answer\":\"It proposes integrating the underemphasized aspects into a comprehensive definition and uses that definition to set directions for research and interventions that normalize belonging in schools.\"}]","The Right to Belong in School - A Critical, Transdisciplinary Conceptualization of School Belonging | PDF",1792069075]