Migrant Students' Sense of Belonging and the Covid-19 Pandemic: Implications for Educational Inclusion.

Autor/inn/en	Szelei, Nikolett; Devlieger, Ines; Verelst, An; Spaas, Caroline; Jervelund, Signe Smith; Primdahl, Nina Langer; Skovdal, Morten; Opaas, Marianne; Durbeej, Natalie; Osman, Fatumo; Soye, Emma; Colpin, Hilde; Haene, Lucia de; Aalto, Sanni; Kankaanpää, Reeta; Peltonen, Kirsi; Andersen, Arnfinn J.; Hilden, Per Kristian; Watters, Charles; Derluyn, Ilse
Titel	Migrant Students' Sense of Belonging and the Covid-19 Pandemic: Implications for Educational Inclusion.
Quelle	In: Social Inclusion, 10 (2022) 2, S. 172-184 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2803
DOI	10.17645/si.v10i2.5106
Schlagwörter	Gruppenzugehörigkeit; Psychische Gesundheit; Wohlbefinden; Soziale Unterstützung; Wohlbefinden; Psychische Gesundheit; Epidemie; Inklusion; Epidemie; Soziale Unterstützung; Jugendlicher; Migrant
Abstract	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.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1