Date

Spring 2026

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

In this quantitative two group study, there were opportunities for 11th-grade students in ELA to build a classroom community throughout a three-week intervention, designed to examine if implementing these activities would increase their sense of school belonging. Sense of belonging is significant for students to feel personally accepted, respected, included, and supported by others in the school's social environment. Sense of belonging was measured using the Psychological Sense of School Membership Scale as a pre and post test. The treatment group participated in four, 15-minute classroom community building activities a week, completing twelve activities by the end of the intervention. The results of this study did not support the hypothesis, as the data was not statistically significant, indicating that building classroom community activities do not impact students’ sense of belonging, which could be due to the limitation of the length of the intervention and the timing (e.g., beginning, middle, or end of a school year) of the intervention. Future studies should implement interventions for a longer length of time and at the beginning of the school year.

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