Does school belonging matter? Exploring the relationship between school belonging and mental wellbeing in adolescence

Abstract

School belonging is an important avenue for exploration due to its associations with positive outcomes across behaviour, academics, and mental health. Whilst there is a growing body of literature on the relationship being school belonging and mental wellbeing domains, this is largely limited to cross-sectional research. Considering a broader definition of mental wellbeing which is inclusive of mental health and subjective wellbeing such as life satisfaction, self-esteem, and positive and negative affect, a systematic review was conducted to explore the longitudinal relationship between school belonging and mental wellbeing. 18 articles, using self-report measures, were included within the review and give evidence for the relationship between school belonging and mental health, self-esteem, and life satisfaction. The results suggest that high school belonging is predictive of fewer mental health difficulties and higher life satisfaction later in life, but that low self-esteem has an impact on school belonging. The review highlights school belonging as an import factor in children and young people’s wellbeing and strengths and limitations of the review are discussed with regard to future directions and practical strategies for educational staff. The empirical paper (chapter three) aims to explore school belonging and mental wellbeing outcomes for looked after children, who have not yet been included in this field of research. Vulnerable populations, such as looked after children, can experience higher rates of mental health difficulties and more difficulty with peer relationships. Having demonstrated that school belonging can have long term effects on mental health, this study aimed to investigate differences between looked after and non-looked after young people, the associations between school belonging and related outcomes across groups, and factors which help young people feel they belong at school. Quantitative analysis of data from an anonymous online survey completed by looked after young people and matched participants revealed that school belonging was related to mental wellbeing outcomes for all participants. While school belonging and mental health scores did not differ between groups, looked after people reported lower peer support and higher rates of bullying victimisation. Based on within group correlations, three relationships were examined using moderation analysis which showed that the relationship between bullying and school belonging was moderated by care status. Based on qualitative data, young people across groups highlighted friends, teachers, school atmosphere, and personal characteristics as important for their school belonging. The research was limited by sample size however results suggest that a focus on mental wellbeing and school belonging remains important, and this is discussed in relation to current educational practice and supporting school belonging within education settings.

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ORCID for Dennis Golm: orcid.org/0000-0002-2950-7935

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