期刊
SOCIAL INCLUSION
卷 10, 期 2, 页码 172-184出版社
COGITATIO PRESS
DOI: 10.17645/si.v10i2.5106
关键词
Covid-19; inclusion; migrants; post-traumatic stress; school belonging; social support
资金
- European Union [754849]
- H2020 Societal Challenges Programme [754849] Funding Source: H2020 Societal Challenges Programme
This study investigates school belonging among migrant students during the Covid-19 pandemic and finds that increasing post-traumatic stress symptoms during school closures have a negative effect on school belonging. The study highlights key areas for future research on the relationship between wellbeing, school belonging, and inclusion.
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.
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