School Belongingness in Academically At-Risk Adolescents: Addressing Psychosocial Functioning and Psychological Well-Being

The fundamental psychological need for belongingness in the school setting is a crucial determinant of students’ school-based and overall functioning life. This study aims to examine effects on resilience (academic buoyancy), social support, well-being, distress academically at-risk adolescents. participants comprised 257 adolescents attending public secondary high city Turkey. Students were 42% (n = 109) female 58% 148), ranging age between 11 18 years (M 13.825, SD 1.673). Results revealed that sense inclusion was significantly positively related academic resilience, buoyancy, functioning, but negatively emotional distress. These findings highlighted role belonging high-risk adolescent groups' mental health wellbeing. All discussed under literature suggestions made future research practices.