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@article{ Szelei2022,
 title = {Migrant Students' Sense of Belonging and the Covid‐19 Pandemic: Implications for Educational Inclusion},
 author = {Szelei, Nikolett and Devlieger, Ines and Verelst, An and Spaas, Caroline and Jervelund, Signe Smith and Primdahl, Nina Langer and Skovdal, Morten and Opaas, Marianne and Durbeej, Natalie and Osman, Fatumo and Soye, Emma and Colpin, Hilde and De Haene, Lucia and Aalto, Sanni and Kankaanpää, Reeta and Peltonen, Kirsi and Andersen, Arnfinn J. and Hilden, Per Kristian and Watters, Charles and Derluyn, Ilse},
 journal = {Social Inclusion},
 number = {2},
 pages = {172-184},
 volume = {10},
 year = {2022},
 issn = {2183-2803},
 doi = {https://doi.org/10.17645/si.v10i2.5106},
 abstract = {This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic. Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium, Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social support, and post‐traumatic stress symptoms on changes in school belonging. Linear regression showed a non‐significant decrease in school belonging, and none of the studied variables had a significant effect on this change in our whole sample. However, sensitivity analysis on a subsample from three countries (Denmark, Finland, and the UK) showed a small but significant negative effect of increasing post‐traumatic stress symptoms on school belonging during Covid‐19 school closures. Given that scholarship on school belonging during Covid‐19 is emergent, this study delineates some key areas for future research on the relationship between wellbeing, school belonging, and inclusion.},
 keywords = {Epidemie; epidemic; Migrant; migrant; soziale Unterstützung; social support; Wohlbefinden; well-being; Jugendlicher; adolescent; Inklusion; inclusion; Gruppenzugehörigkeit; group membership; psychische Gesundheit; mental health}}