The Role of Belonging in Fostering Wellbeing and Agency in Schools: A Classic Grounded Theory Study

Quincy Kameda

This qualitative grounded theory study examines how fostering a sense of belonging can enhance student wellbeing and agency in a Japanese Article 1 school. It finds that students’ main concern is sustaining meaningful engagement within institutionally constrained environments, and identifies relational agency through belonging as a key process, developed via navigating inclusion, performing recognition, and negotiating initiative. The study suggests that schools which intentionally promote inclusive relationships, authentic recognition, and participatory engagement are better positioned to support both individual and whole-school wellbeing, offering guidance for culturally respectful school improvement in contexts valuing harmony and stability.

European Journal of Education and Pedagogy

European Open Science

7

1

18

23

2736-4534

2736-4534

https://doi.org/10.24018/ejedu.2026.7.1.31041

https://www.eu-opensci.org/index.php/ejedu/article/view/31041