Exploring student perceptions of belonging and school climate in two culturally diverse Finnish secondary schools

Abstract

<p>Perceptions of belonging and school climate among minoritized students in Finland remain underdeveloped<br>areas of enquiry in social and educational science. Using a data-driven approach, this explorative study<br>investigates how minoritized students in lower secondary schools in Finland perceive belonging and<br>school climate. The data used consisted of 11 group interviews with 55 students (14–16 years old) from<br>two culturally diverse secondary schools in Finland. The study found that the overall school climate was<br>perceived to be broadly positive but simultaneously “chaotic”, and inclusion, exclusion, and discrimination<br>were found to play significant roles regarding students’ sense of belonging. The students interviewed<br>perceived ethnic diversity as generally accepted and a marker of inclusion; however, non-binary gender<br>identity was perceived to be a reason for exclusion. The students expressed various experiences with<br>bullying and discrimination and some students felt that they had to adapt to the school climate to belong.<br>The study’s diverse school settings offer valuable insights into inclusionary and exclusionary practices,<br>especially through students’ perceptions of belonging and school climate. To foster a positive climate for<br>diversity, greater attention must be given to the experiences of minoritized students.<br></p>