Abstract
While prior research and reviews identified various variables that relate to school belonging, findings at times are mixed. With limited resources available, it is important that schools can identify which areas might have the biggest impact. To bring order to the literature, we meta-analytically synthesised the existing research. We combined 45 studies, which included over 67,000 students. Across studies, academic motivation was studied the most, whereas extracurricular activities were studied the least. Most effects were moderate in size. Teacher support and personal characteristics were the strongest correlates of school belonging. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.
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