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Migrant students’ sense of belonging and the Covid‐19 pandemic : implications for educational inclusion

(2022) SOCIAL INCLUSION. 10(2). p.172-184
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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.
Keywords
Sociology and Political Science, Social Psychology

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MLA
Szelei, Nikolett, et al. “Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic : Implications for Educational Inclusion.” SOCIAL INCLUSION, vol. 10, no. 2, 2022, pp. 172–84, doi:10.17645/si.v10i2.5106.
APA
Szelei, N., Devlieger, I., Verelst, A., Spaas, C., Jervelund, S. S., Primdahl, N. L., … Derluyn, I. (2022). Migrant students’ sense of belonging and the Covid‐19 pandemic : implications for educational inclusion. SOCIAL INCLUSION, 10(2), 172–184. https://doi.org/10.17645/si.v10i2.5106
Chicago author-date
Szelei, Nikolett, Ines Devlieger, An Verelst, Caroline Spaas, Signe Smith Jervelund, Nina Langer Primdahl, Morten Skovdal, et al. 2022. “Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic : Implications for Educational Inclusion.” SOCIAL INCLUSION 10 (2): 172–84. https://doi.org/10.17645/si.v10i2.5106.
Chicago author-date (all authors)
Szelei, Nikolett, Ines Devlieger, An Verelst, Caroline Spaas, Signe Smith Jervelund, Nina Langer Primdahl, Morten Skovdal, Marianne Opaas, Natalie Durbeej, Fatumo Osman, Emma Soye, Hilde Colpin, Lucia De Haene, Sanni Aalto, Reeta Kankaanpää, Kirsi Peltonen, Arnfinn J. Andersen, Per Kristian Hilden, Charles Watters, and Ilse Derluyn. 2022. “Migrant Students’ Sense of Belonging and the Covid‐19 Pandemic : Implications for Educational Inclusion.” SOCIAL INCLUSION 10 (2): 172–184. doi:10.17645/si.v10i2.5106.
Vancouver
1.
Szelei N, Devlieger I, Verelst A, Spaas C, Jervelund SS, Primdahl NL, et al. Migrant students’ sense of belonging and the Covid‐19 pandemic : implications for educational inclusion. SOCIAL INCLUSION. 2022;10(2):172–84.
IEEE
[1]
N. Szelei et al., “Migrant students’ sense of belonging and the Covid‐19 pandemic : implications for educational inclusion,” SOCIAL INCLUSION, vol. 10, no. 2, pp. 172–184, 2022.
@article{8753689,
  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.}},
  author       = {{Szelei, Nikolett and Devlieger, Ines and Verelst, An and Spaas, Caroline and Jervelund, Signe Smith and Primdahl, Nina Langer and Skovdal, Morten and Opaas, Marianne and Durbeej, Natalie and Osman, Fatumo and Soye, Emma and Colpin, Hilde and De Haene, Lucia and Aalto, Sanni and Kankaanpää, Reeta and Peltonen, Kirsi and Andersen, Arnfinn J. and Hilden, Per Kristian and Watters, Charles and Derluyn, Ilse}},
  issn         = {{2183-2803}},
  journal      = {{SOCIAL INCLUSION}},
  keywords     = {{Sociology and Political Science,Social Psychology}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{172--184}},
  title        = {{Migrant students’ sense of belonging and the Covid‐19 pandemic : implications for educational inclusion}},
  url          = {{http://dx.doi.org/10.17645/si.v10i2.5106}},
  volume       = {{10}},
  year         = {{2022}},
}

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