Date of Award

Fall 9-15-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Educational Studies

First Advisor

Dr. Kabba Colley

Second Advisor

Dr. Patricia Crain de Galarce

Third Advisor

Dr. Mary Merrigan

Abstract

A sense of belonging is a fundamental human need that influences students’ experiences, relationships, and engagement within their school context. It is shaped through intentional actions and everyday experiences. Understanding how school leaders intentionally shape conditions that foster students’ sense of belonging requires further exploration. This study focused on an elementary school principal and sought to identify specific leadership practices that strengthen the sense of belonging for elementary students. Using a mixed-methods approach, data were collected through a sense of belonging survey and small group interviews. The survey data provided a measure of students’ sense of belonging and were used to identify differences across student subgroups. The interview data provided a deeper understanding of students’ experiences of belonging and the leadership actions they identified as fostering it. Participants in this study highlighted the importance of being seen, heard, recognized, and valued through ordinary moments. Findings suggested that within this sample, Grade 4 students reported a higher sense of belonging than Grade 5 students, and no significant differences were noted by gender, race, or specialized support status. Students identified concrete examples of principal practices that fostered belonging, and qualitative data suggested that belonging is a developmental process. Students described experiences of inclusion, then recognition, and ultimately authenticity. This study suggests that belonging grows through intentional practices that help students feel seen, valued, and heard.

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