Understanding School Belonging in the Middle Grades: A Multilevel Analysis of Predictors Among Young Adolescents

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Middle-Level Education Research Virtual Poster Session

Abstract

This study examined how individual, relational, and organizational factors predict school belonging among middle-grade students. Using population-level data from 23,241 Grade 6-8 students in British Columbia, Canada, multilevel modeling was conducted to assess the influence of demographic variables, socio-emotional assets, relational experiences, and school structure. Results revealed that students’ sense of belonging declined with grade level. Optimism, strong connections with school adults and peers, and low levels of victimization were associated with greater belonging. Students attending middle schools reported lower belonging than those in elementary, secondary, or K-12 settings. These findings highlight the importance of developmentally and contextually responsive structures and relationships that promote belonging during early adolescence.

Authors

• Tonje Mari Molyneux, University of British Columbia

• Jenna D. Shapka, University of British Columbia

• Anusha Kassan, University of British Columbia

• Eva Oberle, University of British Columbia