An exploration of young people in care’s experiences of school belonging in secondary school

The current study explores how young people in care make sense of their school belonging experiences in secondary school. Using Interpretative Phenomenological Analysis (IPA), semi-structured interviews were conducted with three care-experienced adolescents attending mainstream secondary schools. Findings demonstrated that meaningful learning, supportive peer and staff relationships, and educational stability were key contributors to a sense of belonging. Participants highlighted the importance of autonomy, relevance of their learning, and being heard without assumptions. This study emphasises the protective role of schools in providing emotional refuge and connection, especially amidst instability in care placements. It also highlights the need for personalised support and inclusive practices that reflect the diverse experiences of young people in care. These insights offer valuable implications for educators, policymakers, and practitioners seeking to enhance school belonging for young people in care.