Please use this identifier to cite or link to this item:
http://hdl.handle.net/10071/31331
Author(s): | Freire, S. Roçadas, C. Pipa, J. Aguiar, C. |
Date: | 2024 |
Title: | Classroom social configurations and social participation: The specific case of students with SEN |
Journal title: | British Educational Research Journal |
Volume: | N/A |
Reference: | Freire, S., Roçadas, C., Pipa, J., & Aguiar, C. (2024). Classroom social configurations and social participation: The specific case of students with SEN. British Educational Research Journal. https://dx.doi.org/10.1002/berj.3989 |
ISSN: | 0141-1926 |
DOI (Digital Object Identifier): | 10.1002/berj.3989 |
Keywords: | Classroom social networks Peer-related social experiences Sense of belonging Students with SEN |
Abstract: | One main argument for inclusion refers to the social benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its importance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some studies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of belonging. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facilitate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a positive atmosphere where all students feel accepted, respected, valued and a part of the classroom. |
Peerreviewed: | yes |
Access type: | Open Access |
Appears in Collections: | CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica |
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