Sense of Belonging 歸屬感
Whenever we join a new community, it's only natural to worry about how we'll fit in and whether we'll find success.
每當我們加入一個新的社區，這是很自然的擔心，我們將如何適應，我們是否會發現成功。
As students begin a new school year or transition to a different school, they're likely to wonder, what will the other kids think of me? What about the teachers? Will I make friends? Am I going to be able to do the work? And if they hit bumps at the start which many do, they might also ask, am I the only one struggling? Psychologists call these kinds of feelings belonging uncertainty.
當學生開始新的學年或轉換到不同的學校，他們很可能會想，會有什麼其他的孩子怎麼看我？怎麼樣的老師？我會交朋友？我該怎麼能夠做的工作？而且，如果他們打顛簸在一開始很多事，他們也可能會問，我是唯一一個掙扎？心理學家稱這種類型屬於不確定性的感受。
That sense of worry and doubt affects us all.
擔心和懷疑這個意義上影響到我們所有人。
I've known adults who graduated from the most selective universities in the country and years later, they confess feeling that they've been admitted by a mistake and while this phenomenon can affect all of us in one form or another, it can prove especially acute among historically marginalized groups including black and Latino students, women who enter quantitative fields.
我知道成年人誰從最有選擇性的大學在全國畢業多年後，他們承認的感覺，他們被錯誤承認，雖然這種現象會影響我們所有的人在這種或那種形式，它可以證明特歷史上被邊緣化的群體，包括黑人和拉丁裔學生，誰進入定量領域婦女嚴重。
As teachers, one of our primary goals is to help all students feel welcomed and valued.
作為教師，我們的主要目標之一是幫助所有學生感到歡迎和重視。
An important goal by itself.
由本身的重要目標。
But our feelings of belonging as the model in session two suggests can also directly influence academic performance.
但我們在會議上屬於兩個作為模型的感情也建議可以直接影響學習成績。
Here's the theory.
這裡的理論。
Belonging uncertainty can make normally minor events such as being left out of a group or social activity, being criticized or slighted seem large.
屬於不確定性可以正常輕微的活動，如被冷落的一組或社會活動，被批評輕視或大型看起來。
They feel like not just an isolated incident but a larger pattern confirming that we don't belong.
他們覺得自己不只是一個孤立的事件，但一個更大的格局，確認我們不屬於。
Over time, this feeling can increase stress, undermine student motivation and engagement and as a result, lower achievement.
隨著時間的推移，這種感覺可以增加的壓力，破壞了學生的學習動機和參與，因此，較低的成就。
How does it work? Research suggests that some portion of our cognitive resources is derailed when we're worried about these things.
它是如何工作的？研究表明，當我們擔心這些事情我們的認知資源的某些部分是出軌。
Not fitting in, being stigmatized or even just doing poorly academically.
不恰當的，被侮辱甚至只是在做學術不佳。
Your own experiences may confirm this.
你的親身經歷可以證實這一點。
Mine certainly do.
礦山肯定做。
On the other hand, research shows that having a positive sense of belonging improves academic performance.
在另一方面，研究表明，具有屬於的積極意義提高學習成績。
You've probably felt this too.
你可能已經感覺到這一點。
So how can we remedy these worries and buttress belonging for our most vulnerable students both throughout the year and during those important transitions when those feelings may be exacerbated? Greg Walton and Geoffrey Cohen of Stanford University along with some other researchers have pioneered two types of interventions to address just these concerns.
那麼，如何才能解決這些後顧之憂，鞏固歸屬為全年，並且在這些重要的轉變是我們最脆弱的時候學生這種感覺可能加劇？格雷格·沃頓和斯坦福大學的一些其他研究人員一起杰弗裡·科恩已經率先干預兩種解決只是這些問題。
They're each aimed at sending key messages to affected students.
他們每一個都針對關鍵發送消息給受影響的學生。
The first message is you are not alone.
第一條消息是，你並不孤單。
The truth is at some point, almost everyone thinks they're the only one struggling.
事實是，在某些時候，幾乎每個人都認為他們是唯一一個掙扎。
As teachers, we must help students understand that struggling in a new environment and worrying about fitting in are not unusual.
作為教師，我們必須幫助學生理解，在一個新的環境中掙扎，擔心裝修的也不在少數。
The best strategy is to discuss these issues candidly and confidently.
最好的策略是坦誠和自信地討論這些問題。
We shouldn't minimize or push away those feelings but rather acknowledge them as normal.
我們不應該盡量減少或推開這些感情，而是承認它們是正常的。
The second message researchers recommend is to convey that feelings about belonging uncertainty will fade over time.
第二條消息研究者建議是傳達關於屬於不確定性的感受會褪色隨著時間的推移。
Early distress is normal and it's temporary.
早期的苦惱是正常的，這是暫時的。
In other words, things get better.
換句話說，事情變得更好。
One surprising finding is that interventions like these don't require much time.
一個令人驚訝的發現是，這樣的干預措施並不需要太多的時間。
In several studies, just one 30 to 60 minute session brought significant and long lasting impacts.
在一些研究中，只有一個30到60分鐘的會議帶來了顯著和持久的影響。
Many of the studies included older students sharing their initial experiences with younger students.
許多研究包括年齡較大的學生與年輕學生分享他們的初步經驗。
So college seniors worked with freshman.
所以，大四與新生的工作。
High school juniors with ninth graders.
高中小輩與九年級學生。
Positive results came even with junior high students helping elementary students and multiple methods all worked.
陽性結果甚至與初中學生幫助所有工作小學生和多種方法來了。
Talking directly to students, offering written testimonials, creating videos.
直接對話的學生，提供書面證言，製作影片。
In each case, the older students shared their initial feelings of belonging uncertainty and how they lessened with time.
在每種情況下，師兄們分享了他們的歸屬感不確定性的初步感受，以及他們如何減少使用時間。
And just this one simple intervention helped the younger students allay their own concerns and gather strategies for adapting.
而僅這一個簡單的干預幫助低年級學生減輕了自己的擔憂，並收集策略調整。
These messages were often reinforced by saying is believing exercises.
這些信息往往被說為憑演習加強。
In other words, following up later with brief writing exercises or discussions.
換句話說，後來下了簡短的寫作練習和討論。
After hearing from older peers, the younger students then talked with each other then they were actively engaged in the process by writing an essay or letter about what they learned.
從舊同事聽到後，年輕的學生通過寫對他們學到了什麼一篇文章或來函與對方那麼他們積極參與這一進程交談。
Students were also told their writing might be shared with future students thus reinforcing that what they were feeling was normal.
學生們還告訴自己的寫作可能會因此學生將來補強什麼他們感覺是正常的共享。
Another form of intervention that counters belonging uncertainty is called values affirmation.
可以反駁屬於不確定的干預的另一種形式被稱為值肯定。
In this practice, students are asked to reflect on personal values that give them a sense of identity and belonging.
在這個練習中，要求學生思考，讓他們認同和歸屬感個人價值。
Often, this reflection is done through structured in class writing.
通常情況下，通過在課堂上寫作結構這種反映已經完成。
In one such study, seventh graders were asked to write about what was most important to them.
在這樣的一個研究中，七年級被要求寫什麼是最重要的是他們。
For example, their personal interests, their relationships with friends and family.
例如，他們個人的利益，他們與朋友和家人的關係。
The exercise only lasted 30 minutes but it boosted student achievement, an affect that remained years later.
演習只有30min後，但提振了學生成績，有影響十年後仍然存在。
One explanation for the impact of these self-affirmation exercises is that they remind students about what they value and their own good qualities.
對於這些自我肯定練習影響的一個解釋是，他們提醒學生對他們看重的是什麼和自己良好的素質。
This in turn shores up their sense of integrity and self-worth leading them to see negative events as less threatening.
這反過來岸邊他們的誠信和自我價值導致他們看到負面的事件具有威脅感。
These exercises work to reduce stress.
這些演習工作，以減輕壓力。
Such simple interventions all aimed at buttressing belonging have yielded dramatic and long lasting results.
這種簡單的干預措施都旨在拱托屬於已經取得了顯著和持久的結果。
They've improved academic performance in GPA, bolstered health, increased homework completion, even reduced dropout rates.
他們已經改善了GPA的學術表現，帶動健康，提高家庭作業完成，甚至降低輟學率。
They've also been shown to best help the students who need it most, those vulnerable to stereotypes in the USA including minorities and women in math, physics and engineering fields.
他們也被證明是最好的幫助誰最需要的學生，那些容易受到美國的刻板印象，包括數學，物理和工程領域的少數族裔和婦女。
Some interventions have even narrowed the achievement gap between black and white students.
有些干預甚至已經縮小黑人和白人學生之間的成績差距。
Do I belong? It's a question that many students wonder and worry about through their time in school.
難道我屬於？這是許多學生不知道，並通過他們在學校的時候擔心的問題。
We know their sense of belonging in our classrooms and schools or lack of it can influence deeply their performance and well-being.
我們知道他們在我們的教室和學校，或缺乏它可以深深地影響他們的表現和幸福的歸屬感。
Some students will enter a classroom more readily feeling they belong but others won't until we convince them that they're valued and they belong as equals.
有的同學會更容易地進入教室，他們的感覺，但屬於別人不會，直到我們說服他們，他們看重，他們屬於平等。
As teachers then our role is to help all students feel accepted, supported and safe so that they can succeed in school and in life while they're our students and long after.
由於教師那麼我們的任務是幫助所有學生感到接受，支持和安全，使他們能夠在學校和生活，而他們是我們的學生和經過長期成功。