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Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN

2024Journal article Open access
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dc.contributor.authorFreire, Sofia
dc.contributor.authorRoçadas, Cláudia
dc.contributor.authorPipa, Joana
dc.contributor.authorAguiar, Cecília
dc.date.accessioned2024-03-26T19:09:13Z
dc.date.available2024-03-26T19:09:13Z
dc.date.issued2024
dc.description.abstractOne main argument for inclusion refers to the so-cial benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its impor-tance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some stud-ies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of be-longing. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facili-tate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a posi-tive atmosphere where all students feel accepted, re-spected, valued and a part of the classroompt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFreire, S., Roçadas, C., Pipa, J., & Aguiar, C. (2024). Classroom social networks, students’ peer-related social experiences and sense of belonging: The specific case of students with SEN. British Educational Research Journal. https://doi.org/10.1002/berj.3989pt_PT
dc.identifier.doi10.1002/berj.3989pt_PT
dc.identifier.issn14693518
dc.identifier.urihttp://hdl.handle.net/10400.12/9697
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherRoutledgept_PT
dc.relationPTDC/MHC-CED/4150/2014pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.titleClassroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SENpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.titleBritish Educational Research Journalpt_PT
person.familyNameFreire-Raposo
person.familyNamePipa
person.givenNameAna
person.givenNameJoana
person.identifier2007769
person.identifier.ciencia-idA213-0DE0-4762
person.identifier.ciencia-id461E-24D2-E262
person.identifier.ciencia-id2B16-E65A-56BD
person.identifier.orcid0000-0002-9394-9738
person.identifier.orcid0000-0001-7150-145X
person.identifier.orcid0000-0002-1792-2592
person.identifier.ridJ-2915-2013
person.identifier.ridE-7230-2015
person.identifier.scopus-author-id7003439892
person.identifier.scopus-author-id57190489727
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication7ba2ddf0-9ee8-462c-ac05-151d1b91229b
relation.isAuthorOfPublication5f56c264-40e8-42a9-8a85-e9fc0efcdfb5
relation.isAuthorOfPublication342501d8-ace1-4df4-bf4f-547b0e5bd25b
relation.isAuthorOfPublication.latestForDiscovery7ba2ddf0-9ee8-462c-ac05-151d1b91229b

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