IDEAS home Printed from https://ideas.repec.org/a/cog/socinc/v10y2022i2p172-184.html
   My bibliography  Save this article

Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic: Implications for Educational Inclusion

Author

Listed:
  • Nikolett Szelei

    (Department of Social Work and Social Pedagogy, Ghent University, Belgium)

  • Ines Devlieger

    (Department of Social Work and Social Pedagogy, Ghent University, Belgium)

  • An Verelst

    (Department of Social Work and Social Pedagogy, Ghent University, Belgium)

  • Caroline Spaas

    (Parenting and Special Education Research Unit, KU Leuven, Belgium)

  • Signe Smith Jervelund

    (Department of Public Health, University of Copenhagen, Denmark)

  • Nina Langer Primdahl

    (Department of Public Health, University of Copenhagen, Denmark)

  • Morten Skovdal

    (Department of Public Health, University of Copenhagen, Denmark)

  • Marianne Opaas

    (Norwegian Centre for Violence and Traumatic Stress Studies, Norway)

  • Natalie Durbeej

    (Department of Public Health and Caring Sciences, Uppsala University, Sweden)

  • Fatumo Osman

    (Department of Public Health and Caring Sciences, Uppsala University, Sweden / School of Health and Welfare, Dalarna University, Sweden)

  • Emma Soye

    (School of Education and Social Work, University of Sussex, UK)

  • Hilde Colpin

    (School Psychology and Development in Context Research Unit, KU Leuven, Belgium)

  • Lucia De Haene

    (Parenting and Special Education Research Unit, KU Leuven, Belgium)

  • Sanni Aalto

    (Faculty of Social Sciences, Tampere University, Finland)

  • Reeta Kankaanpää

    (Faculty of Social Sciences, Tampere University, Finland)

  • Kirsi Peltonen

    (Faculty of Social Sciences, Tampere University, Finland / Department of Child Psychiatry, University of Turku, Finland / INVEST Research Flagship Center, University of Turku, Finland)

  • Arnfinn J. Andersen

    (Norwegian Centre for Violence and Traumatic Stress Studies, Norway)

  • Per Kristian Hilden

    (Norwegian Centre for Violence and Traumatic Stress Studies, Norway)

  • Charles Watters

    (School of Education and Social Work, University of Sussex, UK)

  • Ilse Derluyn

    (Department of Social Work and Social Pedagogy, Ghent University, Belgium)

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.

Suggested Citation

  • 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 Col, 2022. "Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic: Implications for Educational Inclusion," Social Inclusion, Cogitatio Press, vol. 10(2), pages 172-184.
    • Handle: RePEc:cog:socinc:v10:y:2022:i:2:p:172-184
    DOI: 10.17645/si.v10i2.5106
    as

    Download full text from publisher

    File URL: https://www.cogitatiopress.com/socialinclusion/article/view/5106
    Download Restriction: no
    File URL: https://libkey.io/10.17645/si.v10i2.5106?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cog:socinc:v10:y:2022:i:2:p:172-184. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: António Vieira or IT Department (email available below). General contact details of provider: https://www.cogitatiopress.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.