STUDENTS’ WELLBEING AND SENSE OF BELONGING: A QUALITATIVE STUDY

OF RELATIONSHIPS AND INTERACTIONS

Abstract

The purpose of this study was to explore factors, including students’ relationships and

interactions with peers and school staff, which strengthen or inhibit students’ wellbeing and

sense of belonging at school. The study was conducted as a qualitative, in the College of

Education located in Mindanao State University - Main Campus. The data for the findings came

from 10 interviews of students performed by two researchers. The findings of the study resulted

in four themes. The themes include: 1) “School is a comfortable place;” 2) “Students are loved

and cared for;” 3) “Close relationships are fostered;” and 4) “Students feel included.” When

these factors (themes) were present, it fostered a positive school environment where students

were excited about school and didn’t want to disappoint school staff, and staffs’ personal interest

in students and awareness of their needs increased.

Keywords: School Culture, Wellbeing, Sense of belonging

Introduction

In the school reform effort of accountability, organizational policies and practices were

put into place that promoted competition and individualism rather than collaboration and

community. Little attention was given to the affective needs of students, and students
experienced more isolation, alienation, and polarization (Osterman, 2000 as cited by Dehuff, P.,

2013).

To attend to the affective needs of students and overcome students’ feelings of isolation

and alienation, a sense of belonging must be fostered in students and schools must be developed

into caring communities characterized by stable, close relationships (Strike, 2010 as cited by

Dehuff, P., 2013).

Willms (2000) defines school belonging as a psychological construcy related to

attachment to school and underpinned by feelings of being accepted and valued by others.

Wellbeing is a metaconstruct that encompasses all aspects of healthy and successful

living, including psychological, economic, physical, and other domains (Renshaw & Long, 2014

as cited by Cook, C. et al., 2014).

Schools have been committed to children’s general “wellbeing”: in seeing children

develop into well-rounded, healthy individuals who can take their place as informed, principled

and engaged members of society (Masters, 2004).

Purpose of the study

The purpose of this study is to explore factors, including students’ relationships and

interactions with peers and school staff, which strengthen or inhibit students’ wellbeing and

sense of belonging at school.

To gain a deeper understanding on the factors that bolster or impede students’ wellbeing

and sense of belonging at school.

Research Questions

1. How do students define and develop their wellbeing and a sense of belonging within the

school context?

2. How do students’ relationships and interactions with their peers and school staff affect

their wellbeing and sense of belonging at school?

3. What factors contribute to bolster (strengthen) or impede (weaken) students’ wellbeing

and sense of belonging at school?

Methodology
This chapter introduces the research design, locale of the study, research

sample, research instrument, data gathering procedure, statistical treatment and analysis

to be utilized.

Research Design

This study employed a qualitative research design, particularly descriptive type of

research to provide an in depth analysis of the study. Since this study aimed to explore factors

that strengthen or inhibit students’ wellbeing and sense of belonging at school. The design was

the most appropriate to use as it also attempts to explain their perceptions. An interview guide

was used in obtaining data for the study. The interviews were conducted only for those who are

qualified as determined by the researchers and are willing to share their opinions, experiences,

and perceptions.

Participants of the Study

The researchers interviewed ten students from the College of Education. The participants

are all first year students in the College of Education and they were selected through judgmental

sampling.

Locale of the study

This study was conducted in the main campus of Mindanao State University,

Marawi City, particularly in the College of Education. The selected respondents from

the College of Education were asked questions through interview.

Research Instrument
The researchers personally visited the respondents and asked them for an

appointment for an interview depending on their convenient time. After some

arrangements, the researchers will personally interview the respondents using an

interview guide. The interview questions were adopted to Dehuff (2013). Other

instrument is a recorder.

The interview guide contains questions that were developed to gain in-depth

information about their perceptions regarding the topic. A voice-recording device was

employed during the interview to avoid misinformation.

Data Gathering Procedure

Data were gathered through interview with the sample size of ten participants. The

researchers adopted and modified the interview questioner to Dehuff (2013) and the preparation

for other needed instrument like cellphone for the audio recording. Then, researchers constructed

a letter of permission for the respondents and sent it to them and the researchers began their

interview with the willing participants who are suited for the characteristics of the respondent as

determined by the researchers. After interviewing all the respondents, the researchers interpreted

the data to get the result. And discussions were presented.

Data Analysis Procedure

Data collection and data analysis were done simultaneously. The researchers classified

each category in order to have a more logical arrangement through analyzing the factors that

characterize them. The gathered data through interview were integrated. Every information were

categorized in a sense that gives description of what it was about. Major and minor categories

were enlisted based on the research questions.

The following ethical guidelines were put into place for the research period:

1. The dignity and wellbeing of students was protected at all times.

2. Participants were advised that their participation was completely voluntary and that they

had the option to not participate.

3. The research data remained confidential throughout the study. They were also informed

that participants would remain anonymous in the study.

Findings

The result of the study shows that students define wellbeing as a state of being healthy

and comfortable in school. The students define sense of belonging as having an intimate

closeness with others.

The findings of the study resulted to four themes.

1. School is a comfortable place

2. Students are loved and cared for

3. Close relationships are fostered

4. Students feel included

School is a comfortable place

specifically when they walk at the College of Education.

Anna described the College of Education as a comfortable place because she feel safe

when she is in the college of education and the people are all friendly that is why she described

the school as a comfortable place.

Students are loved and cared for

Students feel cared for when people take a personal interest in them, provide extra help

to them when they struggle, encourage them to do their best, and acknowledge them for their

accomplishments. When students feel that they are cared for by school staff, they don’t want to

disappoint them and will put in extra effort to do their best. When students feel safe and cared

for, they are excited to be at school and their enthusiasm helps foster a positive learning

environment.

Elsa said, she feel like people care about her at the college of education in a way that the

teachers and the students approach her in terms of academic.

Cyndy said, she feel that people care about her at the College of Education because when

they are concern on her and they give her an advice or words of wisdom so that she feel care at

the College of Education.

Close relationships are fostered

peers enhance students’ wellbeing and sense of belonging. The importance of these relationships

was frequently referred to in the interview responses of students. Students like to be warmly

greeted by the school staff and their fellow students. When Elsa was asked what makes her feel

like people care about her, she replied, I feel like people care about me because every time that I

enter in the building of the College of Education is others greet me and others ask me about my

grades, my instructors and others that makes me feel care by others.

When Kath was asked if there was anything that made her feel unsupported by school

staff, she replied, In terms of unsupported by the school staff, I did not encounter it.

Students develop close friendships with their classmates. Many of these friendships

developed over time because students often participate in school's activities. When Ella was

asked what makes her friendships stronger, she said that the in terms of friendship we help each

other and understand each other. The most important is the trust to each other.

Students feel included

Students feel included in the activities at the College of Education which promoted their

sense of belonging, both in the classroom and outside the classroom like extracurricular activities

and school events.

When Ella was asked what made her feel included, she talked about the activities in the

College of Education which they are always included and their senior always motivate them to

join, with this, they feel included at the college of education.

The findings of this study provided insight on the factors that strengthened or inhibited

students’ wellbeing and sense of belonging at school. Insights from the findings helped develop

the following three conclusions. 1) “Students’ relationships with school staff and their classmates

were central to students’ wellbeing and sense of belonging at school;” 2) “Students’ relationships

at school were strengthened when students were well known and personally acknowledged,

recognized, and cared for by the school staff and their classmates;” 3) “When close relationships

at school were fostered, the school was perceived as a comfortable place for students.”

Although the number of students interviewed was small, this data is encouraging because

its reiterates the important role of teachers in providing opportunities for students to discover or

redirect their sense of belonging to the classroom and school. The students’ expectations for

positive interactions and support at school increased.

Recommendation

In the light of the above mentioned findings and conclusions, the following

recommendations were drawn.

1. It is recommended that teachers should encourage the students to do their best in

school, support them and welcome them so that they will feel included.

2. Furthermore, parents should motivate and encourage their children when it comes

to schooling. It is recommended that they should be involved with their child's

education.
3. It is likewise recommended that further study should be done to properly explore

factors which strengthen or inhibit students wellbeing and sense of belonging at

school in additional school settings.

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