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Best friends, bad food, and bullying: How students’ school perceptions relate to sense of school belonging
Author(s) -
Renick Jennifer,
Reich Stephanie
Publication year - 2021
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22471
Subject(s) - feeling , psychology , perception , school climate , social psychology , developmental psychology , ethnic group , academic achievement , mathematics education , sociology , neuroscience , anthropology
Abstract A positive school climate and sense of school belonging can influence students' academic outcomes and wellbeing in desirable ways. However, not enough is known about the aspects of school climate that influence students' feelings of belonging and how gender, ethnicity, and grade may relate to those feelings. Via a self‐administered survey, a diverse sample of middle school students (n = 1,226) reported what they perceived as the best parts of their school and the parts most in need of improvement, as well as their sense of belonging. Students' perceptions of their school were aligned with the major areas of school climate: safety, relationships, teaching and learning, and institutional environment. These four areas were found to be predictive of sense of belonging to different degrees, such as listing relationships as needing improvement at the school being associated with lower scores in sense of belonging. Gender and grade were also found to be salient predictors of feelings of belonging, with seventh and eighth graders feeling less belonging than their sixth grade peers and girls having lower sense of belonging than boys. These findings affirm the importance of the school environment in influencing students' feelings of being a part of their school.