@article{66479,
  abstract     = {{Sense of belonging at school (SoBaS) is a basic requirement for every student and
a major inclusivity goal for educational institutions. In the present study, we re-
port on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering
­ SoBaS. LS is an inclusive experimental comprehensive school with more than for-
ty years of experience concerning a non-segregative and diversity-friendly school
culture. Based on propensity score matching, the study investigated whether the
SoBaS scores of the students at this inclusive experimental school (N= 115) differ
from the students visiting inclusive classes in regular state-run comprehensive
schools (N= 2376). Furthermore, we examined the factors in the students’ educa-
tional environment at LS that may potentially influence their SoBaS. The results
indicate that the students attending the LS experienced a higher SoBaS. In additi-
on, certain aspects of LS's teaching and interaction culture were identified as aus-
picious factors for accomplishing high levels of students’ SoBaS.}},
  author       = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}},
  issn         = {{1866-6671}},
  journal      = {{Journal for Educational Research Online}},
  keywords     = {{sense of belonging, inclusive education, secondary school, social-emotional needs}},
  number       = {{2}},
  pages        = {{250--273}},
  publisher    = {{Waxmann}},
  title        = {{{Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}}},
  doi          = {{10.31244/jero.2023.02.06}},
  volume       = {{15}},
  year         = {{2023}},
}