Pathways to belonging in the transition to school: the perspectives of children

This article presents the perspectives of children on the topic of belonging in school in connection with the transition to school. The study is based primarily on pictures drawn by children who have just entered the school system. We asked children to draw pictures of what makes school a place where a new pupil feel they belong – especially if they are new and struggling a little. Our specific focus is on belonging as a significant resiliency factor. The study was undertaken in Denmark and based on 32 drawings and eight observational video recordings. We applied a qualitative content analysis. Using the process of drawing is a meaningful methodical approach when children are asked what it takes to feel they belong in school. The results and analysis of the drawings show that the focus of the children is child communities, friendships with other children and play – and they link this to spaces and places. Two things are absent from this focus: the school and adults. Two of the striking elements when asking children about this matter is that they display a great readiness for participation as well as inclusion of newcomers in their child communities.