A Sense of Belonging for Promoting Inclusion in a Distance Learning Secondary School

The research investigates the sense of belonging in distance learning environments within Latvian secondary schools, aiming to address challenges in fostering inclusion and engagement in virtual settings. The study was conducted across two distance education schools, involving 245 students and 23 teachers. Data collection was carried out through questionnaires tailored to assess perceptions of belonging, the learning environment, relationships, and cooperation. Quantitative data were analysed using descriptive statistics, analysis of variance (ANOVA), and correlation analysis. Results indicate that students generally report a positive sense of belonging, with a Belonging Index score averaging 25 out of 32. However, the study found no significant correlation between belonging-promoting activities (such as the learning environment, relationship-building and cooperative learning) and the students’ sense of belonging. Both teachers and students acknowledged the presence of these activities, but their impact on fostering a strong sense of community was limited. Discrepancies were also noted between teachers’ and students’ perceptions of the frequency and effectiveness of these activities. The research underscores the importance of enhancing meaningful interactions and collaborative opportunities to strengthen students’ sense of belonging in distance education. The findings suggest that while current activities are somewhat effective, they may not be the primary drivers of belonging in a virtual learning context, pointing to areas for further improvement and targeted strategies.