Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic: Implications for Educational Inclusion
Abstrak
This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic. Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium, Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social support, and post‐traumatic stress symptoms on changes in school belonging. Linear regression showed a non‐significant decrease in school belonging, and none of the studied variables had a significant effect on this change in our whole sample. However, sensitivity analysis on a subsample from three countries (Denmark, Finland, and the UK) showed a small but significant negative effect of increasing post‐traumatic stress symptoms on school belonging during Covid‐19 school closures. Given that scholarship on school belonging during Covid‐19 is emergent, this study delineates some key areas for future research on the relationship between wellbeing, school belonging, and inclusion.
Topik & Kata Kunci
Penulis (20)
Nikolett Szelei
Ines Devlieger
An Verelst
Caroline Spaas
Signe Smith Jervelund
Nina Langer Primdahl
Morten Skovdal
Marianne Opaas
Natalie Durbeej
Fatumo Osman
Emma Soye
Hilde Colpin
Lucia De Haene
Sanni Aalto
Reeta Kankaanpää
Kirsi Peltonen
Arnfinn J. Andersen
Per Kristian Hilden
Charles Watters
Ilse Derluyn
Akses Cepat
- Tahun Terbit
- 2022
- Sumber Database
- DOAJ
- DOI
- 10.17645/si.v10i2.5106
- Akses
- Open Access ✓