A Sense of Belonging in Middle School: Leaning into the Experiences of Gen Alpha

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Pamela Cross Young

Abstract

The purpose of this study was to identify areas for improving students’ sense of belonging by listening to the experiences, perspectives, and stories of students at a small-city school in the Midwest. This mixed-methods study will contribute to the existing scholarship regarding middle school perspectives and give interested middle-level teachers and administrators ideas for improving school belonging. A Likert-scale survey was used to assess students' sense of belonging and identify factors contributing to it. An open-ended survey was also given to students to elicit their ideas for improving middle school and to hear, from them, what it is like to be a student at this school. A sense of belonging is an essential part of who we are and an important concept to be studied continuously to adjust to the needs of students as the generations and our ways of life change. The school in this study has experienced chronic absenteeism and high suspension rates. The goal of this study is to identify ways to improve belonging, enabling changes to be made and tracked to determine their effects on belonging, suspension rates, and absenteeism. The Likert Scale survey yielded mostly positive results around teacher relationships, general belonging, and peer relationships. Two statements related to bullying were identified as factors that may be hindering belonging. The qualitative survey yielded similar results around bullying, which is considered a substantial concern at school. The two surveys differed in their views on teacher relationships. The Likert Scale yielded positive results for statements about teacher-student relationships; however, several statements in the qualitative survey showed inconsistent experiences regarding teacher-student relationships, indicating an area to consider for improvement. The quantitative study showed that both peer relationships and teacher-student relationships are positive predictors of belonging. A focus on teacher-student relationships is suggested because it is a greater predictor of belonging and may impact aspects of bullying. An action plan is laid out, suggesting a collaboration between teachers, administration, and families to gain buy-in from stakeholders and to utilize the diversity of perspectives each stakeholder brings.

Keywords

Education, Educational Leadership, Educational Theory, Middle School Education, School Administration, Social Research, Teaching

Rights Statement

Copyright 2026, author

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