⏱️ A 5 Minute Read + 9 Activities to Try
A sense of belonging involves feeling accepted, valued, and included in various social settings, and it influences numerous outcomes such as physical, social, economic, mental, and behavioral health (Hagerty et al., 1992).
It can be as crucial for survival and well-being as shelter and food (think Maslow’s hierarchy of needs).
But what about our students with autism?
The Stereotype:
Often, people assume that autistic students prefer isolation. This stereotype is rooted in misunderstandings and harmful assumptions. Research on autism and belonging is limited, but we know social challenges do not equate to a lack of desire for connection. Instead, it speaks to a need for support and understanding.
A perspective study asked individuals with Autism Spectrum Disorder (ASD) about their social experiences and six major themes emerged:
- Intense isolation
- Difficulty initiating social interactions
- Challenges relating to communication
- Longing for social connectedness and intimacy
- Desire to contribute to one’s community
- Effort to develop greater social/self-awareness (Müller et al., 2008)
This study challenges the stereotype that individuals with ASD deliberately self-isolate, and it instead shows their significant efforts to understand and connect with others (Müller et al., 2008). Other perspective pieces highlight feeling the need to camouflage true selves in order to fit in. However, if a student is constantly trying to just blend in, do they truly feel belongingness and a part of the classroom community?
“To put it simply, a sense of belonging involves a student feeling like part of a particular community just the way they are, not having to conform to a particular set of form.”
(Dost & Mazzoli Smith, 2023)
High-Impact with Proven Benefits:
Taking the time to establish and foster a sense of belonging and community in our classrooms is time well spent. Belongingness is linked with improved wellbeing and mental health outcomes and is correlated with increased academic engagement, higher academic achievement, and decreased behavioral incidents (Sarah Whedon, 2024).
Rest assured, fostering belongingness does not need to be its own subject, whittled into that already tight classroom schedule. Instead, consider how community and connectedness can be interwoven throughout the day-to-day.
Activity Ideas- Build a Sense of Belonging:
Click the icons on this teacher choice board for 9 ideas to promote community and belonging in your classroom:
A Bright Future Ahead
As previously touched on in the April 2024 Article, the outcomes for our students on the spectrum are incredibly concerning, but we can keep striving for a more positive future for each and every student!
Fostering a sense of belonging and strong classroom community is an ongoing and intentional effort. Those beginning of year “about me” activities are a fantastic starting point, but let’s keep going.
Authentic Perspectives We Can Learn From:
I recently came across two articles written by authors whose lived experiences offer an even more authentic perspective than any research I can gather on the topic of belonging and community.
As you read their articles, consider…
- Do your students feel heard and understood?
- Does every student feel a part of the school community?
The School Year is Just Beginning!
If you answered “no” to my above questions, let’s shift that to “not yet.”
Now is the perfect time to establish a classroom that is not only organized with clear expectations, but one that supports acceptance, belonging, community, and joy.
There is no better person to take on this task but you.
P.S.
You are not alone.
Reach out with questions, to brainstorm ideas, or perhaps to simply share a celebration.
Psst…
- Like the teacher activity choice board? Did you know you could adapt that approach to use with students? Check out Daniel’s post on increasing engagement.
- Looking for more ideas for setting your classroom up for success? Take a look at AnnMarie’s 1-pager on defining classroom expectations.
A final note: Out of deep respect for diverse perspectives, I use both people-first and identity-first language throughout my articles.
Words are powerful; everyone’s experiences are unique. Be sure to always ask and honor individual preferences.
References:
- Dost, G., & Mazzoli Smith, L. (2023). Understanding higher education students’ sense of belonging: A qualitative meta-ethnographic analysis. Journal of Further and Higher Education, 47(6), 822–849. https://doi.org/10.1080/0309877x.2023.2191176
- Hagerty, B. M. K., Lynch-Sauer, J., Patusky, K. L., Bouwsema, M., & Collier, P. (1992). Sense of belonging: A vital mental health concept. Archives of Psychiatric Nursing, 6(3), 172–177. https://doi.org/10.1016/0883-9417(92)90028-h
- Müller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with asperger syndrome and other autism spectrum disabilities. Autism, 12(2), 173–190. https://doi.org/10.1177/1362361307086664
- Sarah Whedon, Ph. D. (2024, March 18). Why students need to feel a sense of belonging and how to create it. Panorama Education. https://www.panoramaed.com/blog/student-sense-of-belonging
