Allen, K. & Kern, P. (2019)

Boosting School Belonging in Adolescents: Interventions for teachers and mental health professionals. Abingdon,

UK: Routledge

Designed for teachers, psychologists and counsellors, this book presents evidence-based strategies and concepts that help foster a sense of school belonging amongst students. Feeling a sense of school belonging has been linked to better mental health outcomes in adolescents, increased school performance and greater retention rates. Comprised of six modules that explore connecting to parents, teachers, friends, self, learning and help, it can be used in an individual or group context, and also as a therapeutic tool or a prevention tool. Each module has an introductory section outlining how the module may be adapted to different contexts to ensure young people connect with and stay at school.

Allen, K. & Kern, M. L. (2017)

School Belonging in Adolescents: Theory, research, and practice

Singapore: Springer Social Sciences

ISBN: 978-981-10-5996-4

Free to download from most University Libraries.

This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings.


Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students’ sense of belonging by developing their qualities and by changing school systems and processes.

Allen, K-A. & Boyle, C. (Eds.) (2018)

Pathways to Belonging: Contemporary research in school belonging

The Netherlands: BRILL | Sense

ISBN: 978-90-04-38657-0 (Paperback)

ISBN: 978-90-04-38659-4 (Hardback)

E -ISBN: 978-90-04-38696-9

School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning.
This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling.
Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.

Frydenberg, E. Deans, J. & Allen, K. (2012)

Developing Children’s Coping in the Early Years: Strategies for dealing with stress, change and anxiety

London: Continuum

ISBN: 9781441161048

This book will help develop coping skills through arts and language-based activities. The strategies suggested build on children's existing knowledge and skills to enhance their learning, and will all contribute to: 

· improving all children's emotional health and creativity 
· developing resilience, particularly in periods of high stress such as transition from preschool to school 
· increasing children's capacity to cooperate, respect and play with others 

The authors also explain how to identify children at risk, particularly those experiencing anxiety or delay in social and emotional development, so that parents and practitioners can intervene early where difficulties exist. Practitioners and parents of children aged 3-8 will find a treasure trove of activities to build coping and self-esteem through creative play and imagination.

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