School belonging constellations considering complete mental health in primary schools

Abstract

ABSTRACT Introduction: The investigation of school belonging is crucial due to its established significant associations with mental health, academic achievement, and risky behaviours coupled with the limited research documenting the configurations of children’s school belonging experiences. Objective: This study sought to better understand elementary students’ experiences of school belonging and how they correspond to mental health outcomes. Method: The current study explores school belonging in upper elementary school California students (N = 619). Latent profile analysis was conducted to determine the constellations of experiences. Path analyses were then added to the model to determine mental health outcomes for each emerging profile. Results: Latent profile analysis revealed the best fit for a three-profile solution: Low School Belonging, Moderate School Belonging, and High School Belonging. The majority of students were classified in the Low and Moderate School Belonging profiles. Demographic covariates indicated that female and Latinx students were more likely to experience high belonging than males and non-Latinx students. Concerning proximal outcomes, students in the High School Belonging profile reported higher psychological strengths and lower psychological distress. Conclusion: Practical implications include assessing and promoting school belonging more effectively in students, given the small percentage of students who perceive high levels of school belonging.