Criteria for Connection
Crescent School understands that a sense of belonging is foundational to boys’ academic success. Research consistently shows that when students feel connected to their peers and school community, their engagement and achievement flourish. But building a space where all boys feel valued and included isn’t always straightforward.
As part of my 2024-25 IBSC Action Research Project, I set out to explore how sharing power, specifically when students co-create success criteria, can foster a deeper sense of belonging for boys.
The Power of Belonging
Boys thrive when they feel seen, heard, and respected in their educational environments. A study by Pope & Miles (2022) highlights the powerful relationship between belonging and engagement, showing that students who feel a sense of connection to their school community are more likely to actively participate and succeed. In her article The Promise, Power, and Practice of Student Agency, Tanji Reed Marshall argues that “teachers today need to consider a variety of pedagogical moves that center students in the instruction. There needs to be a move toward a balanced approach whereby teachers and students partner to co-construct student learning.” Integrating student agency and voice into learning experiences is essential for shifting power dynamics and cultivating environments where adults act as facilitators (Reed Marshall, 2022). With this in mind, my research focused on how we could intentionally create a classroom culture where boys feel both included and empowered.
Boys thrive when they feel seen, heard, and respected in their educational environments. A study by Pope & Miles (2022) highlights the powerful relationship between belonging and engagement, showing that students who feel a sense of connection to their school community are more likely to actively participate and succeed. In her article The Promise, Power, and Practice of Student Agency, Tanji Reed Marshall argues that “teachers today need to consider a variety of pedagogical moves that center students in the instruction. There needs to be a move toward a balanced approach whereby teachers and students partner to co-construct student learning.” Integrating student agency and voice into learning experiences is essential for shifting power dynamics and cultivating environments where adults act as facilitators (Reed Marshall, 2022). With this in mind, my research focused on how we could intentionally create a classroom culture where boys feel both included and empowered.
For this project, I collaborated with the SPARC Team to investigate how involving students in the creation of success criteria impacted their feelings of belonging. The goal was to empower students by giving them a voice in defining what "success" looks like in their research, ultimately fostering a greater sense of ownership, connection, and confidence.
Co-Creating Success Criteria: Empowering Students
The research process was simple but impactful: at key stages of the SPARC research process, students worked together to co-create success criteria for elements such as formulating research questions, designing surveys, and developing recommendations. Through four working lunch sessions, students engaged in collaborative discussions to define the key indicators of success for their projects.
The research process was simple but impactful: at key stages of the SPARC research process, students worked together to co-create success criteria for elements such as formulating research questions, designing surveys, and developing recommendations. Through four working lunch sessions, students engaged in collaborative discussions to define the key indicators of success for their projects.
Data collected through surveys, reflections, and focus groups revealed that this process had a significant positive impact on their sense of belonging. Boys reported feeling more included, valued, and respected when their ideas were incorporated into the success criteria. One student shared, “I felt more included and that my ideas contributed to the team and were valued when we were working together.” This co-constructive approach not only helped clarify expectations but also provided students with a structured, transparent path to success, enhancing both their clarity and confidence.
Key Findings
The research yielded four major themes that shed light on the power of co-creating success criteria:
The research yielded four major themes that shed light on the power of co-creating success criteria:
- Enhanced Feelings of Inclusion and Value
Boys expressed that their contributions were more respected and that they felt their voices mattered in shaping the direction of their projects. This sense of validation strengthened their commitment to the team and its success. - Fostering Team Cohesion and Connection
The collaborative process created a unique bonding experience, with students highlighting how working together to define success strengthened their relationships. Many students reported feeling closer to their teammates and appreciated the shared purpose that emerged from this collective effort. - Increased Ownership and Empowerment
By actively participating in the creation of success criteria, students felt more invested in their work. They appreciated the clarity and structure it provided, allowing them to take ownership of their learning and approach their projects with greater confidence. As one student emphasized, “If we did this in class, I would be less annoyed with my results because I played a part in creating the definition of what exceptional work includes.” - Building Trust and Respect
Mutual respect was identified as a cornerstone of the co-creation process, with students noting that the respectful environment encouraged active listening and inclusivity. As one student said, “Respect provides an environment in which everyone will feel included and heard.” This respect fostered stronger relationships and deeper trust between peers and with their advisors.
Moving Forward with Intentional Practices
The findings from this study highlight the powerful role that intentional, student-centred practices can play in fostering a sense of belonging. Co-creating success criteria is a simple yet profound way to empower students, clarify expectations, and create a supportive, inclusive learning environment. By embracing student voice and agency, we can continue to build an environment where boys not only succeed academically but thrive as individuals—connected to their peers, their teachers, and the broader school community.
The findings from this study highlight the powerful role that intentional, student-centred practices can play in fostering a sense of belonging. Co-creating success criteria is a simple yet profound way to empower students, clarify expectations, and create a supportive, inclusive learning environment. By embracing student voice and agency, we can continue to build an environment where boys not only succeed academically but thrive as individuals—connected to their peers, their teachers, and the broader school community.
References:
Pope, D., & Miles, S. (2022). A caring climate that promotes belonging and engagement. Phi Delta Kappan, 103(5), 8-12. https://doi-org.ezproxy.torontopubliclibrary.ca/10.1177/00317217221079972
Reed Marshall, T. (2022). The promise, power, and practice of student agency. Educational Leadership, 79(6). https://www.ascd.org/el/articles/the-promise-power-and-practice-of-student-agency
