Perceptions of belonging and school climate in diverse Finnish secondary schools

Abstract

We investigate how students in culturally diverse lower secondary schools experience belonging and school climate. The data consist of group interviews with 55 students (14–16 years old). Regarding a sense of belonging, the students discussed inclusion, exclusion and discrimination. The school climate was experienced as highly positive but simultaneously chaotic. The students perceived ethnic diversity as accepted and a marker of inclusion, whereas non-binary gender identity was reported as a reason for exclusion, which may be related to this specific school context. To construct a positive school climate for diversity, more detailed attention must be paid to diverse identities.