The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children

Objective: In recent years, school belonging has been associated with wellbeing and targeted in mental health promotion programmes schools. Less attention paid to the relationship between loneliness, especially during primary years. This study aimed first analyse socioemotional well-being, loneliness secondly, according belonginess hypothesis, examine role of as a mediator loneliness. Methods: Children (N = 517) age were recruited from three schools London participate screening, which involved completion standardized self-reported scales for sense belonging, wellbeing. Results: Multinomial logistic regression analysis showed that although correlated, socioemo-tional does not predict However, line partially mediated children. Conclusions: Our findings provide novel data concerning key be-longing shaping implications practitioners working promote schools.KEY POINTSWhat is already known about topic: High levels have academic success better long-term developmental outcomes.Loneliness recognised potential risk factor related childrenThe mostly investigated secondary adolescents young people.What this topic adds: School mediates children.The effect on could reveal important pathways development evidence-based interventions.Effects can be seen early age, intervention.