Akademik Veri Yönetim Sistemi
CHILDREN & SOCIETY, 2025 (SSCI, Scopus)
Forced migration has significantly affected the emotional, social and educational well-being of millions of children. This study explores the role of schools in immigrant adolescents' sense of belonging in T & uuml;rkiye. Using a qualitative design with a phenomenological approach, four focus group interviews were conducted with a total of 17 immigrant students aged 10-15 living in a low-income district of Ankara. Thematic analysis was employed to interpret the data. Findings revealed four key themes: school experiences, exclusion, sources of support and belonging. While some participants viewed school as a safe and welcoming environment, others described it as a site of stress, exclusion and discrimination. Belonging was shaped by supportive relationships, cultural adaptation and perceptions of social acceptance. The study highlights the dual nature of schools as both protective and challenging environments for migrant youth. Recommendations are offered for educators, policymakers and social workers to foster inclusive, emotionally supportive school settings that promote both academic success and psychosocial well-being among immigrant children. Zorunlu g & ouml;& ccedil;, milyonlarca & ccedil;ocu & gbreve;un duygusal, sosyal ve e & gbreve;itsel iyi olu & scedil;unu derinden etkilemi & scedil;tir. Bu & ccedil;al & imath;& scedil;ma, T & uuml;rkiye'deki g & ouml;& ccedil;men ergenlerin aidiyet duygusunun olu & scedil;umunda okullar & imath;n rol & uuml;n & uuml; incelemektedir. Fenomenolojik yakla & scedil;& imath;m & imath; temel alan nitel ara & scedil;t & imath;rma deseninde y & uuml;r & uuml;t & uuml;len & ccedil;al & imath;& scedil;mada, Ankara'n & imath;n d & uuml;& scedil;& uuml;k gelirli bir il & ccedil;esinde ya & scedil;ayan 10-15 ya & scedil; aral & imath;& gbreve;& imath;ndaki toplam 17 g & ouml;& ccedil;men & ouml;& gbreve;renciyle d & ouml;rt odak grup g & ouml;r & uuml;& scedil;mesi ger & ccedil;ekle & scedil;tirilmi & scedil;tir. Elde edilen veriler tematik analiz y & ouml;ntemiyle de & gbreve;erlendirilmi & scedil;tir. Analiz sonucunda d & ouml;rt ana tema belirlenmi & scedil;tir: okul deneyimleri, d & imath;& scedil;lanma, destek kaynaklar & imath; ve aidiyet. Kat & imath;l & imath;mc & imath;lar & imath;n bir k & imath;sm & imath; okulu g & uuml;venli ve kapsay & imath;c & imath; bir ortam olarak tan & imath;mlarken, baz & imath;lar & imath; okulu stres, d & imath;& scedil;lanma ve ayr & imath;mc & imath;l & imath;kla ili & scedil;kilendirmi & scedil;tir. Aidiyet duygusunun, destekleyici ili & scedil;kiler, k & uuml;lt & uuml;rel uyum s & uuml;re & ccedil;leri ve sosyal kabul alg & imath;lar & imath;yla & scedil;ekillendi & gbreve;i g & ouml;r & uuml;lm & uuml;& scedil;t & uuml;r. Bulgular, okullar & imath;n g & ouml;& ccedil;men gen & ccedil;ler a & ccedil;& imath;s & imath;ndan hem koruyucu hem de zorlay & imath;c & imath; & ouml;zellikler ta & scedil;& imath;yan ikili bir yap & imath;ya sahip oldu & gbreve;unu ortaya koymaktad & imath;r. & Ccedil;al & imath;& scedil;mada, g & ouml;& ccedil;men & ccedil;ocuklar & imath;n akademik ba & scedil;ar & imath;lar & imath;n & imath; ve psikososyal iyi olu & scedil;lar & imath;n & imath; g & uuml;& ccedil;lendirmeye y & ouml;nelik kapsay & imath;c & imath; ve duygusal a & ccedil;& imath;dan destekleyici okul ortamlar & imath;n & imath;n olu & scedil;turulmas & imath; i & ccedil;in e & gbreve;itimcilere, politika yap & imath;c & imath;lara ve sosyal hizmet uzmanlar & imath;na y & ouml;nelik & ouml;neriler sunulmaktad & imath;r.