Inclusive and exclusive belonging -the impact on individual and community well-being

A sense of connectedness is increasingly recognised as a protective factor in resilience and well-being (Benard, 1991; Blum, 2005; Libbey, 2004). This paper reviews some of the international literature on belonging, especially within the school context, and explores the important distinction between those school communities that are inclusive and facilitate participation for all students and those that maintain an exclusive position that regulates who may belong and who may not, who is valued and who is marginalised. This is set within a broader socio-political context. This paper addresses some of the beliefs and behaviours that promote healthy and inclusive relationships and puts forward a case for building inclusive school communities. Effective school and classroom practices are illustrated in the findings of a small study on Circle Solutions. This is a philosophy and pedagogy that aims to enhance the relational quality in a school and promote a sense of inclusive belonging. Our primary focus here is vulnerable and often challenging students. We address what this means for the role and responsibility of educational psychologists in increasing inclusive connectedness and reducing rates of exclusion