Does Socioeconomic Status Moderate the Relationship Between School Belonging and School-Related factors in Australia?

Abstract Sense of school belonging has a strong impact on adolescents’ well-being, and whilst there are many factors that can influence belonging, two the most salient include perceived teacher support exposure to bullying . While association between well documented in literature, less is known about how these relationships vary depending students’ socioeconomic status (SES). The aim this study was investigate whether SES moderated relationship school-related factors. sample drawn from 14,273 Australian 15 16-year-olds who completed 2018 Organisation for Economic Cooperation Development’s (OECD) Program International Student Assessment (PISA) survey. Linear regression analyses revealed not by positive sense even after accounting support, other student characteristics. Despite limitations, fills gap provides foundation further research build on, potential implications safety should be promoted students both high low more strongly their belonging.