The main goal of this proposal is to understand the relationship between characteristics of resilient schools and young people’s sense of belonging towards school in Portuguese border regions. How may schools’ resilient approaches promote young people’s sense of belonging? This is the research question which we will try to answer.
While answering this question, we seek to contribute to educational research on “processes and structures of inclusion and exclusion” (ECER 2018 Conference theme). In fact, literature suggests that some Portuguese border regions have economic, social, cultural and educational constraints. Opportunities are not equally distributed and these regions are peripheral and remote (Silva, 2014; EU/ERDF, 2016). Studying young people and schools in these regions becomes a matter of social and educational justice (Young, 2000; Roberts & Green, 2013).
Furthermore, literature suggests that the sense of belonging to school may influence students’ well-being and school outcomes (Chiu, Chow, McBride, & Mol, 2015; Osterman, 2000). Regarding the sense of belonging, we are trying to study the influencing dynamic between students’ standpoint about their participation in the school and experiences at an individual and collective level (Chiu et al., 2016; Osterman, 2000). We follow a conception of belonging which involves a dynamic relationship between the student and the school underlying the construction of the school culture, instead of a young people’s passive adaptation to the school structures (Stoll, 1998; May, 2011). At this point, several characteristics of the school (as teacher support, opportunities given to students for participation in schools) may influence young people’s belonging (Chiu et al., 2015; Dukynaitė & Dudaitė, 2017). Studying young people’s sense of belonging, particularly in these regions, is important as schools face educational inequalities (Bourdieu, 1979; Silva, 2014; Silva & Silva, 2016) and higher rates of early school leaving (EU/ERDF, 2016). By studying the above mentioned interactions we will discuss possible ways to promote opportunities to educational success.
Nowadays, both at National and European levels there are policy guidelines focused on school’s quality. These guidelines, among other demands, ask for schools to change. Schools need to answer to societal challenges and to requirements of academic excellence and inclusion of youngsters, not only as students but also as citizens (AR, 2016; Downes, Nairz-Wirth, & Rusinaitė, 2017). These challenges are maximized for these schools considering the adversities they face as result of their specific border condition.
In this proposal, the concept of resilient schools is explored given the fact that the majority of Portuguese border regions’ schools are at risk facing inequalities namely as a result of their geographical condition in intersection with other constraints. It is considered that the resilience of schools themselves as organizations (Ungar, 2012; Whitney, Maras, & Schisler, 2012) may positively influence the quality of youth educational pathways. Literature suggests several factors that may contribute to resilient schools, such as solid leadership school’s networking (Hadfield et al., 2006; Whitney et al., 2012).
This proposal is part of a PhD Project and it is also included in a national level research project on “Young People, School and Border Regions”. The PhD Project aims to understand how resilient approaches developed by Portuguese border schools can contribute to promote equal opportunities for young people, during the construction of their educational pathways. In the present proposal, pursuing our goal, we will access young people’s perceptions through a questionnaire and we will posteriorly cross this data with a content analysis of the reference management documents produced by their schools.