Determinants of Hong Kong Secondary Students' Senses of Belonging to School, City, Country and the World

Recent social changes in Hong Kong society, coupled with the impact of COVID-19, have significantly intensified the struggles faced by adolescents in developing their personal, social, and societal identities. These heightened struggles have resulted in negative outcomes, such as feelings of loneliness, fear, frustration, anger, and fury, as well as confrontations, low life satisfaction, mental health issues, and a diminished sense of security. To alleviate these identity struggles, it is crucial to foster a strong sense of belonging.

While previous studies have explored the factors influencing belonging at individual levels (e.g., school belonging), there has been a lack of research that systematically examines belonging across multiple levels, including school, city, nation, and the world, along with their potential conflicts and compatibilities. Additionally, these studies have not thoroughly investigated the various antecedents of belonging, such as demographics, personal characteristics, values, emotions, motivation, environment, activities, and social interactions. Therefore, this study aims to propose and empirically test an ecological model of belonging, providing insights to inform policies, procedures, and activities implemented by schools, government institutions, and NGOs to enhance students' sense of belonging across different levels.

This mixed-methods study consists of quantitative and qualitative phases. Initially, we conducted surveys with a representative sample of 1,350 students from 21 secondary schools in Hong Kong, collecting data on two occasions. Analysis of these survey responses helped identify the connections between belonging across different levels and their underlying factors. Subsequently, in-depth interviews were conducted with 29 of these students to gain a deeper understanding of how these antecedents influenced their sense of belonging across levels. Content analysis of these interviews revealed the mechanisms through which these factors impacted student belonging.

The findings of this study have significant implications for policy, procedures, activities, and interventions. Firstly, it provides insights into the current levels of belonging among Hong Kong adolescent students, including the conflicts and compatibilities they experience and how they navigate their multiple identities. Secondly, it identifies crucial antecedents of belonging across different levels and sheds light on the mechanisms through which these factors operate. These insights inform our recommendations for schools, government agencies, and local community organizations.

In summary, this study emphasizes the importance of adopting a holistic approach to promote students' sense of belonging across school, city, country, and the world. This can be achieved by addressing various individual and contextual factors, such as personal characteristics, values, emotions, motivation, environmental quality, activity participation, and social interactions. Our study highlights the influence of students' values towards their school, city, and country's culture and history, as well as the significance of perceived environmental factors like respect, diversity, and safety. Based on these findings, we have formulated specific and detailed policy recommendations.

Furthermore, by integrating both quantitative and qualitative aspects, we have developed policy recommendations using seven Chinese sayings. These recommendations emphasize the simultaneous promotion of belonging across multiple levels, the importance of students' beliefs and perceptions regarding environmental quality, the need to focus on immediate surroundings before embracing a sense of global belonging, the consideration of conflicts between predictors, and the creation of inclusive educational policies that support students in minor and disadvantaged situations.

By implementing these recommendations, we can create an educational environment that fosters a sense of belonging, embraces diversity, and provides equal opportunities for all students to thrive, regardless of their gender, birthplace, ethnicity, or academic performance.