Students’ perceptions of school climate factors supporting school belonging in faith-based schools: a qualitative study

This study aimed to investigate the factors that foster school belonging, students' levels of belonging, and the role of school climate in faith-based educational institutions. Understanding these dynamics is crucial for developing inclusive educational environments that support students' psychological and social integration. Adopting a qualitative research design to provide in-depth insights into students',perceptions, and interpretations, the study was conducted with a study group of 78 students (Mean age = 15.74, SD = 1.09; 48 girls and 30 boys). Data were collected through a semi-structured interview form designed to explore various dimensions of the school perception. The findings revealed that positive peer relationships and sincere teacher-student bonds form the core of school belonging. Voluntary enrollment significantly accelerates the development of belonging, whereas family pressure acts as a barrier, although some students adapt over time. Negative factors such as bullying, exclusion, and cultural or linguistic differences were found to hinder adaptation. Furthermore, while the school's religious structure and academic support positively influence belonging, inadequate sports and social activity facilities, high academic pressure, and negative teacher attitudes weaken this bond. Perceptions of disciplinary practices varied: some students favored flexibility, while others associated strict discipline with a stronger sense of belonging. Some participants reported experiencing religious practices under duress and perceiving the spiritual atmosphere as oppressive. To enhance students' sense of belonging, religious-based schools should prioritize strengthening social relationships, improving teacher communication, and upgrading physical and social infrastructure. Additionally, targeted interventions are essential to mitigate the negative impacts of cultural differences and exclusionary social behaviors.