摘要：Previous research indicated that feelings of school belonging positively impact adolescents’ mental health (Scharpf et al., 2020). However, the COVID-19 pandemic drastically changed schooling arrangements, including a shift to online teaching and distance learning. These measures have not only reshaped teaching and learning but also the schools’ social processes, raising questions on how this has possibly impacted adolescents’ sense of school belonging. Moreover, there is growing awareness on how COVID-19 measures in schools may have further marginalised certain vulnerable groups (EC JRC, 2020), such as migrant and refugee adolescents (Jones et al., 2020), who are already at higher risk of developing mental health problems. Consequently, we ask how migrant adolescents’ mental health has changed during the COVID-19 pandemic, and what role school belonging potentially played herein. Method: Data are drawn from the EUfunded RefugeesWellSchool project that implemented and evaluated school-based interventions promoting mental health among migrant and refugee adolescents. The study was ongoing when COVID-19 measures were implemented in schools; therefore, the scope of the inquiry was extended to exploring the potential impact of COVID-19 on adolescents’ mental health in relation to their feelings of school belonging. Longitudinal quantitative data were collected from migrant adolescents (n = 3000) before and after COVID-19 measures have been introduced to schools. Mental health was measured by the SDQ and CRIES scales, and a one-item question on overall wellbeing. School belonging was measured by the PSSM scale. Results: We discuss the potentially changing concept of school belonging during COVID-19 and its role in migrant adolescents’ mental health.
