Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Brandi Hinnant-Crawford
Committee Member
Anne Marie Rogers
Committee Member
Lee Westberry
Committee Member
Alex Chisholm
Abstract
Students do better in school when they feel like they belong and have positive relationships with their teachers. This study examined whether dialogue circles as a Tier 2 intervention could help students feel more connected to their teachers and school. The study took place in a small, rural, Title I middle school. Although the intervention did not lead to clear improvements in grades, attendance, or discipline, it did achieve its aim of having at least 80% of pre and post survey respondents report having at least one adult who helped them feel a sense of belonging at school. Furthermore, students shared important actions teachers can take to help them feel supported. They said that caring adults, respectful communication, being listened to, fair treatment, and emotional support were important to helping them feel like they belonged. These findings show that dialogue circles can help schools better understand students' experiences and provide teachers and school leaders with practical ways to build stronger relationships and foster a more welcoming, supportive school environment.
Recommended Citation
Smith, Kevin L., "Who Gets to Belong: Using a Tier Two Intervention to Increase Student Sense of Belonging and Supportive Student-Teacher Relationships" (2026). All Dissertations. 4332.
https://open.clemson.edu/all_dissertations/4332