Presenter(s)

• Madison Weist, Psychology Postdoctoral Fellow, UW Madison School of Medicine and Public Health
• Zhuanghan Dong
• Ellen Anderson
• Stephen Kilgus, Associate Professor, University of Wisconsin-Madison
• Anabell Ramos, Student, University of Wisconsin-Madison
• Sahian Cruz, Graduate Student, University of Wisconsin Madison
• Juliet Ye

Abstract

A school-based peer-mediated intervention was conducted with high school students from minoritized backgrounds. Students were trained using a critical dialogic approach, designed to improve behavior and feelings of belonging. Results indicate that this intervention was highly acceptable to participating students, parents, and teachers. Students reported an overall increase in feelings of school belonging, particularly in the peer and school domains of the Milwaukee Youth Belongingness Scale (Slaten et al., 2019).