This article builds on Yuval-Davis’s (2006, 2007, 2011) theories of belonging, in order to relay how practitioners can support unaccompanied asylum-seeking children (UASCs) in developing a positive sense of belonging in educational spaces in England. To do so, the article synthesises literature surrounding theories of belonging, UASCs’ educational access in England and practices supporting UASCs’ educational attainment and sense of belonging. Further, the article considers interviews with a social worker, English for speakers of other languages (ESOL) teacher, charity sector staff member, legal expert and government workers in East England, all of whom work with UASCs. Interview analysis seeks to understand how practitioners believe UASCs find a sense of belonging in the educational spaces that they inhabit. After presenting the interview findings, the article builds on scholarly literature related to supporting UASCs’ education by discussing how practitioners, including all staff who interact with UASCs in school, college or residential accommodation spaces, can work to facilitate UASCs’ sense of belonging in educational spaces in England. The article recognises that practitioners can do so through learning to speak with low-level ESOL students, developing trauma awareness and reflexively approaching their relationships with UASCs. Thus, the article provides policy recommendations to support practitioners in doing so.

中文翻译：

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从业者的观点和需求：培养支持无人陪伴的寻求庇护儿童 (UASC) 在英语教育空间中体验“归属感”的技能

本文以 Yuval-Davis (2006, 2007, 2011) 的归属理论为基础，以传达从业者如何支持无人陪伴的寻求庇护儿童 (UASC) 在英格兰的教育空间中培养积极的归属感。为此，本文综合了围绕归属理论、UASC 在英国的教育机会以及支持 UASC 教育成就和归属感的实践的文献。此外，本文还考虑了对一名社会工作者、其他语言英语 (ESOL) 教师、慈善部门工作人员、法律专家和东英格兰政府工作人员的采访，他们都与 UASC 合作。访谈分析旨在了解从业者如何相信 UASC 在他们居住的教育空间中找到归属感。发表采访结果后，这篇文章建立在与支持 UASC 教育相关的学术文献的基础上，讨论了从业者，包括在学校、学院或住宿空间与 UASC 互动的所有工作人员，如何努力促进 UASC 在英格兰教育空间中的归属感。这篇文章认识到，从业者可以通过学习与低水平的 ESOL 学生交谈、培养创伤意识和反思性地接近他们与 UASC 的关系来做到这一点。因此，本文提供了政策建议以支持从业者这样做。可以努力促进 UASC 在英格兰教育空间中的归属感。这篇文章认识到，从业者可以通过学习与低水平的 ESOL 学生交谈、培养创伤意识和反思性地接近他们与 UASC 的关系来做到这一点。因此，本文提供了政策建议以支持从业者这样做。可以努力促进 UASC 在英格兰教育空间中的归属感。这篇文章认识到，从业者可以通过学习与低水平的 ESOL 学生交谈、培养创伤意识和反思性地接近他们与 UASC 的关系来做到这一点。因此，本文提供了政策建议以支持从业者这样做。