Adolescents’ experiences of school belonging: a qualitative meta-synthesis

Abstract

School belonging is associated with positive social and academic outcomes. This meta-synthesis aimed to explore adolescents’ accounts of the experience of school belonging, and to promote their understanding of this experience in order to inform policy and practice. A meta-ethnographic methodology was used; this involved a process of reciprocal translation and subsequent synthesis of eight qualitative studies. The synthesis generated four main concepts: (1) school belonging and intersubjectivity; (2) school belonging and knowledge, understanding and acceptance of individual identity; (3) school belonging and experiences of in-group membership and (4) school belonging and safety/security. The synthesis of translation generated the higher-order concept of school belonging as ‘feeling safe to be yourself in and through relationships with others in the school setting’. This concept considers the experience of school belonging for adolescents as a foundational prerequisite of academic engagement and achievement. The implications of these findings for education, social care and mental health practitioners and policymakers are discussed.

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