What does this research mean for the field?

Student belonging in U.S. secondary schools is positively associated with peer cooperativeness and teacher support, and for Black students, belonging is specifically enhanced when teachers support multicultural understanding and egalitarian values. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate relational and cultural features of an inclusive school climate that promote student school belonging and assess whether teachers' cultural beliefs moderate belonging across racial groups.

August 27, 2026School Psychology

Context-dependent belonging: Relational and cultural components of inclusive school climate in U.S. secondary schools.

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Authors

SHSoeun HongUniversity of Missouri CSChristoper SlatenSouthern Illinois University Edwardsville FHFrancis HuangUniversity of Missouri

Discussion

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Implication

Cross-sectional multilevel study reveals relational and cultural drivers of school belonging in secondary students, highlighting the role of teacher beliefs in racial equity.

Key Points

To evaluate relational and cultural features of an inclusive school climate that promote student school belonging and assess whether teachers' cultural beliefs moderate belonging across racial groups.
Analyzed national survey data from the Programme for International Student Assessment (PISA) 2018.
Applied multilevel modeling to a sample of 4,838 15-year-old students across 164 U.S. secondary schools.
School belonging correlated positively with peer cooperativeness, teachers' adaptive instruction, and learning support.
Asian students reported the lowest levels of school belonging among all racial groups surveyed.
Black students reported significantly greater school belonging when school principals perceived teachers to endorse multicultural understanding and egalitarian values.

Cite This Study

Hong et al. (2026) studied this question.

synapsesocial.com/papers/6a8fe96710c91c1e92620ea5 https://doi.org/10.1037/spq0000749

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Implication

Cross-sectional multilevel study reveals relational and cultural drivers of school belonging in secondary students, highlighting the role of teacher beliefs in racial equity.

Context-dependent belonging: Relational and cultural components of inclusive school climate in U.S. secondary schools.

Discussion

Member takes

Implication

Key Points

Cite This Study

Context-dependent belonging: Relational and cultural components of inclusive school climate in U.S. secondary schools.

Discussion

Member takes

Implication

Key Points

Cite This Study

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