The Role of Belonging in Fostering Wellbeing and Agency in Schools: A Classic Grounded Theory Study

This study explores how the concept of belonging can foster student wellbeing and agency within a Japanese Article 1 school context. It draws on qualitative data from interviews, classroom observations, school curriculum resources and reflective theoretical memos using a grounded theory approach. The study seeks to create a theory that is substantive but grounded in participants lived experiences. By using constant comparative analysis, participants’ main concern was identified as maintaining meaningful engagement in a context of institutionally constrained environments. Central to the study was developing relational agency through belonging, a dynamic social process through three related sub-processes: navigating inclusion, performing recognition, and negotiating initiative. The evidence suggests that schools which intentionally foster inclusive relationships, genuine recognition, and participatory engagement have a greater likelihood of enhancing the individual’s and school’s experience. These results can be a source of guidance for school authorities looking to more flexibly engage with cultures, particularly in schools where harmony, respect for authority, and stability are recognized as values that cannot be compromised.