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Towards a More Universal Understanding of School Belonging Experiences and Strategies: A Cross-Country Synthesis of Students' Perspectives from Australia, Greece, Iran, and Qatar

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Title: Towards a More Universal Understanding of School Belonging Experiences and Strategies: A Cross-Country Synthesis of Students' Perspectives from Australia, Greece, Iran, and Qatar
Language: English
Authors: Kelly-Ann Allen (ORCID 0000-0002-6813-0034), Emily Osborne, Ebony D'Argenio, Emily Berger, William Warton, Mehran Rajaee Pitehnoee, Gerald Wurf, Saeed Pahlevansharif, Andrea Reupert
Source: European Journal of Psychology of Education. 2025 40(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Student School Relationship, Sense of Community, Student Attitudes, Educational Experience, Cross Cultural Studies, Educational Practices, Cultural Awareness, Well Being, Individual Development, Educational Benefits, Secondary School Students
Geographic Terms: Greece, Qatar, Iran, Australia
DOI: 10.1007/s10212-024-00931-5
ISSN: 0256-2928
1878-5174
Abstract: Despite clear evidence detailing the academic and psychosocial benefits resulting from a sense of school belonging, there is currently no consistent global consensus about the strategies that can be employed to promote school belonging. In addition, existing research is primarily derived from democratic and developed countries. The current study sought to explore if students in Australia, Greece, Iran, and Qatar differed in their experience of school belonging and to establish common and unique practices students voiced as improving their sense of belonging. Cross-country responses from 698 secondary school students (from Australia, Greece, Iran, and Qatar) were analysed using both quantitative (ANOVA) and qualitative (thematic analysis) methods. Iranian students reported significantly higher school belonging than their Australian, Greek, and Qatari counterparts, while Qatari students also scored higher than those from Australia and Greece. Common teacher- and school-level belonging practices were established from the student responses, and cross-country differences are discussed. The study underscores the importance of cultural sensitivity and student involvement in crafting context-specific strategies to enhance school belonging for optimal student wellbeing and success. Implications for cross-country belonging practices are discussed and considered within the context of the study's limitations.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455221
Database: ERIC
FullText Text:
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  Data: Towards a More Universal Understanding of School Belonging Experiences and Strategies: A Cross-Country Synthesis of Students' Perspectives from Australia, Greece, Iran, and Qatar
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  Data: <searchLink fieldCode="AR" term="%22Kelly-Ann+Allen%22">Kelly-Ann Allen</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6813-0034">0000-0002-6813-0034</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emily+Osborne%22">Emily Osborne</searchLink><br /><searchLink fieldCode="AR" term="%22Ebony+D'Argenio%22">Ebony D'Argenio</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Berger%22">Emily Berger</searchLink><br /><searchLink fieldCode="AR" term="%22William+Warton%22">William Warton</searchLink><br /><searchLink fieldCode="AR" term="%22Mehran+Rajaee+Pitehnoee%22">Mehran Rajaee Pitehnoee</searchLink><br /><searchLink fieldCode="AR" term="%22Gerald+Wurf%22">Gerald Wurf</searchLink><br /><searchLink fieldCode="AR" term="%22Saeed+Pahlevansharif%22">Saeed Pahlevansharif</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Reupert%22">Andrea Reupert</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2025 40(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink><br /><searchLink fieldCode="DE" term="%22Qatar%22">Qatar</searchLink><br /><searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink><br /><searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1007/s10212-024-00931-5
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  Data: 0256-2928<br />1878-5174
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  Data: Despite clear evidence detailing the academic and psychosocial benefits resulting from a sense of school belonging, there is currently no consistent global consensus about the strategies that can be employed to promote school belonging. In addition, existing research is primarily derived from democratic and developed countries. The current study sought to explore if students in Australia, Greece, Iran, and Qatar differed in their experience of school belonging and to establish common and unique practices students voiced as improving their sense of belonging. Cross-country responses from 698 secondary school students (from Australia, Greece, Iran, and Qatar) were analysed using both quantitative (ANOVA) and qualitative (thematic analysis) methods. Iranian students reported significantly higher school belonging than their Australian, Greek, and Qatari counterparts, while Qatari students also scored higher than those from Australia and Greece. Common teacher- and school-level belonging practices were established from the student responses, and cross-country differences are discussed. The study underscores the importance of cultural sensitivity and student involvement in crafting context-specific strategies to enhance school belonging for optimal student wellbeing and success. Implications for cross-country belonging practices are discussed and considered within the context of the study's limitations.
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