How do Students Conceptualise a Sense of Belonging at Primary Schools in Bangladesh?

This paper is based on data from a phenomenological study with 79 primary school students of Grade 5 (aged 11–12 years) recruited through purposive and maximum variation sampling from both urban and rural areas of Bangladesh. Semi-structured one-on-one and focus group interviews were conducted with students to gain an in-depth understanding of their conceptualisation of a sense of belonging at school. Interpretative phenomenological analysis is used to analyse the data. The study's findings showed that students’ conceptualisation of a sense of belonging was multiple and interrelated. They comprised (1) a sense of belonging as being loved and cared for by teachers and peers, (2) a sense of belonging as being supported by teachers for academic progress, and (3) a sense of belonging as a feeling of accomplishment in academic success. The findings have implications for schooling practices in Bangladesh.