Belonging-oriented classroom practices in K–12 schools: insights from interviews and classroom observations
Esra Töre · 2026
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Description
Esra Tore studies how teachers build a sense of belonging in school classrooms, in a solo 2026 paper. Belonging shapes student engagement, well-being, and participation, yet past work treats classroom ties, culture-aware teaching, and participation apart. Tore observed ten classrooms and held guided interviews with ten teachers across preschool, primary, and middle school.
Five linked dimensions emerged. Teachers built inclusive, student-centred settings, and they worked at community and belonging directly. They represented student cultures and responded to them. They gave students voice, choice, and a share in decisions. They also used group learning to build social ties. Together, these practices seemed to support student autonomy, competence, and relatedness, along with a sense of safety. Tore offers the picture as a practice-based guide for inclusive education.
Catalog record
| CREATOR | Esra Töre |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 66 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |