Product Description
by Kelly-Ann Allen (Editor), Christopher Boyle (Editor)
School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling.
Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.
Author Biography
Kelly-Ann Allen, Ph.D. (2015), Melbourne Graduate School of Education, The University of Melbourne, is an endorsed Educational and Developmental Psychologist and Fellow of the University of Melbourne. She is nationally and internationally recognised both as a researcher and practitioner in social connectedness and school belonging and for her translation of this expertise within educational and community contexts. Dr. Allen has published extensively in the field of school belonging, including School Belonging in Adolescents: Theory, Research, and Practice (Springer, 2017).
Christopher Boyle, Ph.D. (2009), Dundee, is based at the Graduate School of Education, University of Exeter. He is an Associate Professor of Educational Psychology and the Director of Doctoral Studies. Professor Boyle has been an education and psychology practitioner for over 20 years and has published extensively in the areas of educational psychology and inclusive education.
