The Experiences of Sense of Belonging for Children and Young People with a Physical Disability in Education Settings

Abstract

This thesis aims to explore the experiences of young people with physical disabilities, particularly their experiences of sense of belonging within an education setting. It is comprised of four chapters: a systematic literature review, a bridging document that critically considers methodology and ethics, an empirical research project and a reflective synthesis. Chapter 1: This chapter contains the definitions of sense of belonging and the affirmative model of disability adopted throughout this research. A meta-ethnography was carried out with seven papers identified as relevant and analysed. Seven themes were identified as important to young people’s sense of belonging, including relationships with peers and school staff, self-esteem, others’ perceptions, accessibility in education settings, feeling included and transition. These offer insight into and act as a starting point for understanding the experiences of belonging for young people with a physical disability. Chapter 2: This chapter acts as a bridging document between the systematic literature review and the empirical research project. It provides rationale and critical consideration of the methodology used and ethical issues that may arise. Further, it discusses my ontological and epistemology position and how this informed the chosen methodology. Chapter 3: This chapter outlines the empirical project which explores the sense of belonging experiences of five young people with a physical disability who attend a mainstream education setting. Semi-structured interviews were carried out to explore these experiences. Interviewers were analysed using reflexive thematic analysis. From this analysis, six themes emerged as contributing to young people’s sense of belonging: relationships with adults, relationships with peers, identity, access, the purpose of learning and transition. These findings are discussed alongside the limitations and implications for young people, school staff, leadership within school and Educational Psychologists. Chapter 4: This chapter offers a reflective synthesis of the skills and experience I have gained as part of this research project. It discusses application of developed research skills to my practice, dissemination of findings and wider implications. The role of allyship is considered within this research.