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School belonging is a multidimensional construct encompassing emotional and behavioural components (eg, respected, accepted, and included; Arslan & Duru, 2017; Goodenow & Grady, 1993; Haugen, Morris, & Wester, 2019; Karcher & Lee, 2002). A student’s sense of belonging to school has attracted growing attention from researchers and practitioners in recent years due to its ability to predict a wide variety of educational and developmental outcomes (Allen & Bowles, 2012; Arslan, 2018; Arslan & Duru, 2017;