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Family background and classroom belonging among adolescent students in Finland

Author

Listed:
  • Helena Hautala

    (University of Turku)

  • Hannu Lehti

    (University of Turku)

  • Johanna Kallio

    (University of Turku)

Abstract

We study whether a family’s economic situation and parental educational level are associated with classroom belonging among students in comprehensive secondary, upper secondary general and upper secondary vocational education in Finland. We also study whether there are educational-level differences in this possible association. We use survey data from the Finnish School Health Promotion study from 2017 (N = 114,528). We conduct random effect linear probability models with schools as the second-level grouping variable. The results show that family’s low economic situation predicts a higher probability of lack of sense of classroom belonging in Finland, despite the country having one of the world’s most equal educational systems and comparably low economic inequality. Neither mother’s nor father’s educational level has any association. A family’s low economic situation seems to predict the lack of a sense of belonging most strongly in comprehensive secondary education and most weakly in upper secondary vocational education. Our results slightly support the proposed significance of context-specific hierarchies in determining the association between economic resources and sense of belonging. A family having a poor economic situation is not reflected in the sense of classroom belonging as strongly in schools where students have a low average economic situation compared to those where students have a high average economic situation. We suggest measures, in addition to alleviating economic inequalities, to support the sense of school belonging, especially for low-income students.

Suggested Citation

  • Helena Hautala & Hannu Lehti & Johanna Kallio, 2022. "Family background and classroom belonging among adolescent students in Finland," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(3), pages 863-883, June.
    • Handle: RePEc:spr:chinre:v:15:y:2022:i:3:d:10.1007_s12187-021-09894-1
    DOI: 10.1007/s12187-021-09894-1
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    References listed on IDEAS

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