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<p>In recent decades, there has been an increasing focus on measuring and monitoring the subjective experiences of children and young people through surveys. Among the dimensions being measured is children and young people’s “school belonging”, referring to a feeling of being included, respected, valued, and accepted in school. This paper provides an overview of the multitude of survey instruments used to capture children and young people’s (0–25 y.o.a.) belonging to school and other persons or objects to which they may feel they belong, such as family, peers, places, leisure activities, and things. The scoping review is of peer reviewed articles published in Web of Science, Scopus, SocIndex and Google Scholar. The review finds that current instruments surveying children and young people’s belonging is based on Goodenow and Grady’s (1993) concept of school belonging and fails to consider recent development of the school belonging concept emphasising its context-sensitive and dynamic aspects. Suggestions about how current instruments can be more aligned with the recent concept are given.</p>

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Belonging matters: a scoping review of survey instruments—prevalent measures and omissions

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月30日

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  • Anita Borch,
  • Mette Løvgren,
  • Christer Hyggen

摘要

In recent decades, there has been an increasing focus on measuring and monitoring the subjective experiences of children and young people through surveys. Among the dimensions being measured is children and young people’s “school belonging”, referring to a feeling of being included, respected, valued, and accepted in school. This paper provides an overview of the multitude of survey instruments used to capture children and young people’s (0–25 y.o.a.) belonging to school and other persons or objects to which they may feel they belong, such as family, peers, places, leisure activities, and things. The scoping review is of peer reviewed articles published in Web of Science, Scopus, SocIndex and Google Scholar. The review finds that current instruments surveying children and young people’s belonging is based on Goodenow and Grady’s (1993) concept of school belonging and fails to consider recent development of the school belonging concept emphasising its context-sensitive and dynamic aspects. Suggestions about how current instruments can be more aligned with the recent concept are given.