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Professor John JerrimUCL institute of Education
Project overview
This project will explore how pupils’ sense of school belonging in England relates to attendance, exclusions, and academic attainment.
Why this project is important
The proportion of pupils in England who report that they feel a genuine sense of belonging at school has been falling since the COVID-19 pandemic, attracting substantial policy attention. However, evidence linking pupils’ sense of belonging to ‘hard’ outcomes – such as attendance, exclusions and academic progress – remains limited.
The research team aim to address these gaps by analysing data from international surveys PISA and TIMSS/PIRLS conducted between 2011 and 2022 linked to the National Pupil Database, which contains information on pupil characteristics and outcomes.
What the research will involve
The study will address the following research questions:
- Do pupils with a stronger sense of school belonging have higher levels of attendance, after controlling for potential confounding factors?
- Is there a link between pupils’ sense of belonging and their performance in national examinations, and is this mediated by attendance?
- Is there a link between pupils’ sense of belonging at school and school exclusions?
- Does the association between belonging and the above outcomes vary by gender, ethnicity, SEN, prior achievement, and socio-economic status?
Changes to sense of belonging levels across demographic groups over time will be documented, with international comparisons where possible. The strength of the association between school belonging and PISA/PIRLS/TIMSS test scores will also be compared with international counterparts.
How the research will make a difference
The findings will inform policy debates around effective strategies for improving attendance, attainment and behaviour, and help school leaders target efforts to protect or improve pupils’ sense of belonging. Outputs will include short briefing papers for schools and an infographic illustrating the project’s key findings.
This project complements our other funded project: School climate and pupil belonging, attendance and achievement.
