HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS

Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Findings indicated the students from refugee backgrounds sense of belonging in school was strengthened by strong relationships with teachers from whom they perceived a genuine sense of support and care, which resulted in higher academic achievement. The study also conveyed that students felt that their Canadian-born peers largely ignored them in class, which resulted in increased feelings of social isolation and lack of belonging. The female student experience was further influenced by additional familial obligations and responsibilities.