Rethinking and reviewing the use of culturally responsive practices for promoting young people's sense of school belonging. A systematic review

Research reveals ethnic disproportionalities in the identification of pupils’ social, emotional, and mental health needs, as well as school exclusion and suspensions. Young people from ethnic minority groups are reported to experience a lower sense of school belonging in comparison to their peers. This review followed a three-stage thematic synthesis method to explore the ways in which culturally responsive practices can be used to promote culturally diverse young people’s sense of school belonging. This included examining teaching staff’s experience of deploying culturally responsive practices alongside young people’s experiences as recipients. Five interpretative themes were generated, showing how most teaching staff recognised the importance of showing cultural sensitivity; however, their practices were not always perceived as attuned or appropriate by culturally diverse young people. Drawing on a synthesis of four of the reported themes, key implications relevant for educational professions, researchers and families were drawn. These included the importance of consulting and listening to culturally diverse young people when shaping or reviewing the school practices which affect them.