Context-dependent belonging: Relational and cultural components of inclusive school climate in U.S. secondary schools

Addressing gaps in student belonging has been increasingly crucial in U.S. secondary schools. Students’ sense of school belonging, which reflects how connected and integrated they feel into their school community, is vital for their mental health, learning, and academic outcomes. Studies on school climates that foster school belonging can inform what an inclusive and equitable school environment constitutes, guiding school-level interventions and advocacy initiatives. The present study aims to investigate relational and cultural components of inclusive school climate associated with student belonging. This study also explores whether cultural beliefs shared among teachers moderate the relationship between student race and their perception of school belonging. Based on a multilevel modeling approach, this study analyzed a sample of 4,838 15-year-old students from 164 U.S. schools, derived from the Programme for International Student Assessment (PISA) 2018 data. Results indicated that student belonging was positively associated with peer cooperativeness and teachers’ adaptive instructional efforts and support for student learning needs. Asian students reported the lowest level of school belonging in this sample. Black students reported higher belonging when teachers were perceived by school principals to support greater multicultural understanding and egalitarian values.