The pandemic has interrupted many of the RWS interventions as implementation was ongoing when schools closed in order to contain the spread of COVID-19. While school closures posed many challenges for continuing with the interventions in schools, it also alerted us that there were now equally important other questions to seek responses to considering migrant students’ wellbeing. The RWS team set out to explore whether migrant students’ sense of school belonging changed over time, and what role COVID-19 school closures, post-traumatic stress symptoms and social support might have had in that change.* Interested in the results? Read further.
*This introduction is based on the abstract of Szelei, N., Devlieger, I., Verelst, A., Spaas, C., Jervelund, S. S., Primdahl, N. L., Skovdal, M., Opaas, M., Durbeej, N., Osman, F., Soye, E., Colpin, H., De Haene, L., Aalto, S., Kankaanpää , R., Peltonen, K., Andersen, A. J., Hilden, P. K., Watters, C. & Derluyn, I. (2022). Migrant students’ sense of school belonging and the Covid-19 pandemic: Implications for educational inclusion. Social Inclusion, 10(2), https://doi.org/10.17645/si.v10i2.5106, published Open Access through the terms of the Creative Commons Attribution 4.0 license (http://creativecommons.org/licenses/by/4.0).