Understanding Key High School Supports and Experiences to Enhance Social Connectedness and Sense of Belonging: A Modified Participatory Delphi Study

Using a modified participatory Delphi technique, researchers sought to build consensus on the high school supports and experiences that college students with intellectual and developmental disability (IDD) perceive as contributing to their current sense of belonging in postsecondary education. This Facilitating Inclusive Reflection and Empowerment-Delphi study took place in three distinct phases. The design was primarily qualitative, incorporating structured and semiquantitative elements (card sorting and ranking) to support consensus building. Phase One involved semistructured interviews, Phase Two used a card sort activity that generated quantitative data, and Phase Three employed a group insight mapping process to produce additional qualitative data. The research team specifically developed each phase for accessibility and inclusivity, centering the voices and expertise of 13 college students with IDD as the primary experts. Through iterative ranking and group discussion, participants emphasized the importance of teachers who fostered acceptance, friendships with peers with disabilities, and supportive school administrators. In the final phase, they further highlighted the value of teamwork experiences and conversations with teachers about college, underscoring how context and relationships shaped the impact of these supports. We discuss implications for practice and future research.