Teacher practices that enhance students sense of belonging in marginalized populations

In this research, we sought to understand teacher practices that contributed to students’ sense of belonging in marginalized populations in a Latvian school. Forty-five students with disabilities (mean age 13.0 ± 2.3 yrs), four physical education teachers and the school principal participated in the research. Data collection included field and reflective notes, focus group interviews with students, and semi-structured interviews with educators. Results revealed that students’ sense of belonging was connected to teachers’ efforts at building trust, understanding students’ individual needs and being empathetic to students’ experiences. Findings also reveal the backdrop in which students’ belonging was shaped by the tensions found within the politicised landscape of difference. This study argues for an approach to teachers’ social-cultural sensitivity to their learners’ backgrounds, as evidenced in their intentions to recognize students’ needs.