Experiences of school belonging among children from refugee backgrounds in Australia

This study focuses on the sense of belonging of newly arrived primary aged children from refugee backgrounds in Australian schools. Using arts-based research this study investigates how these students navigate and map their sense of belonging in their new school environments. The visual creations and oral explanations provide insights from these students, their parents, and teachers. The findings of this study reveal the importance of social actors, school structures, and policies in fostering belonging. The support from peers promotes social connections, while English language learning and teacher-student relationships enhance the acceptance and visibility of these students within the school environments.