Educator and student perspectives for enhancing international students’ sense of belonging in Ontario secondary schools

This study explored the current educational practices and strategies secondary schools implement to enhance a sense of belonging for their international students for academic achievement, the development of teacher and peer relationships, and school commitment and involvement. The study applied a convergent mixed-methods approach, which incorporated both qualitative and quantitative elements that engaged 45 international students and nine teachers/staff. The combination of these two types of data shed light on six key themes: (a) school, teacher, staff and student connections; (b) peer relationships; (c) communities, clubs, and social groups; (d) classroom motivation and engagement; (e) available resources and school systems; and (f) sociodemographic variables, in enhancing international students' sense of belonging. Recommendations for professional practice are discussed, along with implications for institutions, educators, and families.