Upper Secondary Teachers’ Experiences Promoting Belonging and Engagement in Culturally Diverse Classrooms

Abstract

The aim of this study was to investigate upper secondary teachers’ experiences of promoting belonging and engagement in culturally diverse classrooms. The selected teachers in this study were employed in two upper secondary schools and had substantial experience in teaching in culturally diverse classes. They participated in focus group interviews to discuss their experiences. The interview topics were relationships in class, academic and social learning, discrimination and victimisation, academic resources and expectations, adaptation and support in learning activities. The interview data were transcribed, analysed and discussed using thematic analysis. The findings showed that the interviewed teachers considered 1) teacher-student relationships, 2) acceptance of diversity and student-student relationships, and 3) participation in learning activities to be important aspects of students’ belonging and engagement. Moreover, the findings indicated challenges in creating stable relationships to promote cross-cultural friend­ships. Based on these findings, teachers need more strategies to develop cross-cultural friendships. Furthermore, teachers need to know how and when to intervene in situations of exclusion or segregation. For the prevention of exclusion and segregation, it is important to further develop knowledge of how to promote belonging and engagement among culturally diverse student groups.