Sense of Belonging Among Immigrant Adolescents: The Role of Schools

ABSTRACT Forced migration has significantly affected the emotional, social and educational well‐being of millions of children. This study explores the role of schools in immigrant adolescents' sense of belonging in Türkiye. Using a qualitative design with a phenomenological approach, four focus group interviews were conducted with a total of 17 immigrant students aged 10–15 living in a low‐income district of Ankara. Thematic analysis was employed to interpret the data. Findings revealed four key themes: school experiences, exclusion, sources of support and belonging. While some participants viewed school as a safe and welcoming environment, others described it as a site of stress, exclusion and discrimination. Belonging was shaped by supportive relationships, cultural adaptation and perceptions of social acceptance. The study highlights the dual nature of schools as both protective and challenging environments for migrant youth. Recommendations are offered for educators, policymakers and social workers to foster inclusive, emotionally supportive school settings that promote both academic success and psychosocial well‐being among immigrant children.