Exploring the Lived Experiences of School Belonging for Second-Generation British Muslim Young People from Global Majority Backgrounds. A Participatory Approach

A strong sense of belonging lays the foundation for a positive and effective education experience. It encompasses a range of contributing factors towards a child and young person’s experiences in education such as teacher and peer relationships, parental engagement, emotional connectedness, impact of social and political influences, and sense of community. This research study aimed to contribute to the literature by using a participatory approach and IPA methodology to explore the lived experiences of five second-generation British Muslim young people from Global Majority backgrounds aged 16-25, in relation to their sense of belonging across education institutions in England. The research answered two questions: (1) What are the lived experiences of second-generation British Muslim young people from Global Majority backgrounds in mainstream education in England? and (2) What factors promote a sense of belonging for young people of this demographic? The analysis resulted in six group superordinate themes: “Culture vs. religion – developing own values”, “Social connectedness”, “Making sense of parental expectations of education”, “Taking strength from understanding colonial and political history”, “Gender roles”, and “Importance of representation”. The findings can develop educators understanding of the ways young people of this demographic make sense of their intersecting identities and the impact of the different ecosystems around them on their sense of belonging. Developing this understanding can contribute to the educational psychology evidence-based practice in supporting this demographic of young people, whilst promoting the values of social justice and anti-racist practice.