Publicação
The Sense of Belonging Among Immigrant Students in Elementary School: A Systematic Literature Review
| Resumo: | This systematic literature review explores the relational factors influencing the sense of belonging among immigrant students in elementary school education. Against the backdrop of growing linguistic and cultural diversity in schools, belonging emerges as a vital construct for understanding students’ emotional well-being, engagement, and academic trajectories. The review is based on a systematic search conducted in the ERIC and Scopus databases and synthesizes findings from eight peer-reviewed studies published between 2020 and 2025, identifying how teacher–student and peer relationships shape immigrant students’ experiences of inclusion. Results reveal that belonging is primarily relational, depending on the warmth, fairness, and inclusivity embedded in daily school interactions. Teachers appear to play a pivotal role by modeling care, recognizing cultural and linguistic diversity, and creating equitable learning environments that foster trust and participation. Likewise, peer relationships provide everyday opportunities for connection, empathy, and validation, forming the social fabric through which belonging is lived and sustained. When these relationships are mutually reinforcing, they generate a climate of acceptance that empowers immigrant students to engage confidently and integrate their identities within the school community. The study concludes that belonging is not an individual attribute but a collective, relational process requiring intentional work across pedagogical, social, and institutional dimensions. |
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| Autores principais: | Marques, Sara Margarida |
| Outros Autores: | Miguéis, Marlene da Rocha |
| Assunto: | Sense of belonging Immigrant students Elementary school Sentido de pertença Alunos imigrantes Ensino básico Sentiment d’appartenance Élèves immigrés Enseignement primaire |
| Ano: | 2026 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | unknown |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | inglês |
| Origem: | Indagatio Didactica |
| Resumo: | This systematic literature review explores the relational factors influencing the sense of belonging among immigrant students in elementary school education. Against the backdrop of growing linguistic and cultural diversity in schools, belonging emerges as a vital construct for understanding students’ emotional well-being, engagement, and academic trajectories. The review is based on a systematic search conducted in the ERIC and Scopus databases and synthesizes findings from eight peer-reviewed studies published between 2020 and 2025, identifying how teacher–student and peer relationships shape immigrant students’ experiences of inclusion. Results reveal that belonging is primarily relational, depending on the warmth, fairness, and inclusivity embedded in daily school interactions. Teachers appear to play a pivotal role by modeling care, recognizing cultural and linguistic diversity, and creating equitable learning environments that foster trust and participation. Likewise, peer relationships provide everyday opportunities for connection, empathy, and validation, forming the social fabric through which belonging is lived and sustained. When these relationships are mutually reinforcing, they generate a climate of acceptance that empowers immigrant students to engage confidently and integrate their identities within the school community. The study concludes that belonging is not an individual attribute but a collective, relational process requiring intentional work across pedagogical, social, and institutional dimensions. |
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