Clycq, No\uebl

Timmerman, Chris

Van Caudenberg, Rut

Abstract: In Flanders, students with a migration background are highly overrepresented in the lower-status vocational and technical tracks, experience more grade retention and school and track mobility and have a higher risk of leaving school early than their native peers. The authors aim to shed light on the complexity of school belonging and its significance in these young people\u2019s pursuit of a diploma. The analysis focuses on the lived experiences of three young individuals and reconstructs their trajectories from their point of view to illuminate their perceptions on school belonging while they (tried to) navigate their way through secondary education. Their narratives reveal how a sense of school belonging is crucial yet difficult to find. Experiences of exclusion and struggles to claim specific educational spaces as places where they \u2018belong\u2019 often result in feelings of being an outsider rather than a valued member of the school community. The journeys through secondary education are mostly recounted as trying to find a \u2018 good school\u2019 where they could \u2018 fit in\u2019

Feeling at home in school : migrant youths' narratives on school belonging in Flemish secondary education

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