Promoting school belonging for immigrant students: the interplay of inclusive school climate and multicultural education

This study explores the role of inclusive school climate for immigrants (ISCI), measured by shared attitudes toward immigrants among the student body, in shaping immigrant students’ sense of school belonging. It also examines whether ISCI can be nurtured through multicultural education implemented in schools, thereby enhancing this sense of belonging. Utilizing international data from the Programme for International Student Assessment (PISA) 2018 and employing single-level and multilevel mediational modeling with country-fixed effects, we find a positive relationship between ISCI and immigrant students’ sense of belonging, as well as the effectiveness of multicultural education practices in fostering ISCI. By recognizing student groups as agents in shaping environments where immigrant students feel accepted and valued, this study contributes to the understanding of the various domains of school climate. We provide practical insights into school-based strategies for school leaders aimed at promoting inclusivity among students and supporting the school belonging of immigrant students.