Relationship building across genders enhances sense of belonging in elementary schools

Source: Martin, C. L., Xiao, S. X., DeLay, D., Hanish, L. D., Fabes, R. A., Morris, S., & Oswalt, K. (2022). Gender integration and elementary‐age students’ classroom belongingness: The importance of other‐gender peers. Psychology in the Schools, 59(8), 1492–1510. https://doi.org/10.1002/pits.22687

LEARN Brief and Infographic Credits: Crystal P. Glover

Overview: 

       This longitudinal study examined the impact of gender integration (GI) specifically, how elementary students’ beliefs about inclusion, efficacy, and social costs of interacting with other-gender peers—influenced their sense of school belonging. Researchers used a short-term longitudinal design to collect and analyze survey data from 515 elementary students across 26 classrooms over one academic year. The researchers explored changes in students’ expectations and interactions with other-gender peers, as well as how these dynamics influenced school belonging. Findings suggest that students who felt included by other-gender classmates early in the school year were more likely to enjoy school and see their classroom as supportive by the end of the year.

      Using surveys and careful data analysis, the study also found some important patterns based on students’ gender and grade level. For example, boys felt less included by and less confident working with girls as the school year went on, while older girls felt more included by boys over time. The study showed that feeling included by other-gender peers and feeling confident working with them influenced each other in both directions. However, these two factors were not strongly connected to worries about being teased. Most importantly, feeling included by other-gender classmates—not just same-gender peers—was the strongest predictor of how much students felt they belonged at school

     This study is significant because it shines a light on an often-overlooked aspect of classroom social dynamics: peer relationships across gender lines. The research suggests that educators can play an active role in fostering cross-gender integration to create more supportive, inclusive learning environments. The implications are especially applicable in elementary settings, where peer norms are still forming.

Key Insights: 

1. Other-gender inclusion early in the school year predicts greater school liking and classroom supportiveness by year-end. 
2. Students differentiate their feelings and experiences significantly based on the gender of peers, typically feeling more included and confident with same-gender peers. 
3. Teachers can influence gender integration through deliberate classroom strategies like mixed-gender grouping and reinforcement of inclusive interactions

Action Steps: 

The authors of this study recommend the following strategies for elementary school teachers to improve students’ sense of belonging, satisfaction and engagement in school/ classroom endeavors: Encourage cross-gender peer interactions Structure group work to include mixed-gender pairs or teams Create seating charts that increase mixed gender interaction  Reduce gender salience in classroom management  Avoid organizing students by gender  Avoid referencing gender unnecessarily Use “buddy systems” or guided activities that foster inclusive collaboration  Participate in training or Professional Development on gender integration awareness to identify and mitigate biases or exclusions.

Full Study: https://onlinelibrary.wiley.com/doi/10.1002/pits.22687