The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and February 2023, the article addresses two research questions: (a) what are the predictors of the sense of school belonging at the individual, micro, meso, exo, macro, and chrono levels of the bioecological model of human development; (b) do these predictors differ based on students’ individual characteristics, and if so, how. The findings reveal individual factors as important predictors of school belonging and indicate the lack of studies that take into consideration the interplay of different (micro, meso, exo, macro, chrono) levels in addressing the sense of school belonging. Considering the complexity and multi-factorial nature of the sense of school belonging, it calls upon further research, which would support the development of evidence-based interventions for fostering school belonging among different groups of students, particularly those who are at risk of feeling alienated from school, and thus promote equity in education.

This paper presents a comprehensive review of the literature on electronic reading (e-reading) versus paper reading. The main objective was to assess the current state of research comparing digital and paper reading outcomes among students aged 6–18 years old, as well as assessing the impact of various factors (gender, socioeconomic status, and school location) in explaining the differences between the two modes. Inclusion criteria included the following: participants (6–18 years), research focus (comparing digital reading and paper reading), study type (quantitative or mixed methods), publication (peer reviewed between 2015 and 2022), and language (English). A systematic search in four databases (WOS, Scopus, ERIC, and JSTOR) in August 2022 was conducted by three reviewers. The search revealed 23 studies matching the inclusion criteria. The findings from the reviewed studies are diverse, with some reporting no significant differences in reading comprehension between the two modes, while others suggest screen inferiority, thereby favoring paper reading. Individual-level predictors, such as prior comprehension skills and reading habits, play a crucial role in determining reading performance across modes. Family-level factors, such as the number of books at home, and school-level factors, like the usage of ICT resources, influence both paper and digital reading comprehension. Moreover, gender differences in attitudes and performance towards different reading modes are apparent. SES is positively associated with reading achievement in both modes, with a larger effect shown for paper reading. Overall, the comparison between electronic and paper reading modes reveals a complex interplay of individual and contextual factors influencing reading comprehension and attitudes.

This study investigates the profiles of students involved in different forms of victimization using a person-centered approach. It examines the associated psychosocial characteristics, including bullying perpetration, peer support, self-perceived personality, loneliness, social self-concept, and negative affect. A sample of 2081 students (59% girls; M _age = 15.49, SD = 1.51) was analyzed. Latent profile analysis (LPA) identified three distinct profiles based on experiences of verbal, relational, and cyber victimization: nonvictims (89.8%), moderate victims (5.3%), and severe victims (4.9%). The analysis revealed significant differences among the profiles, with severe victims exhibiting the poorest psychosocial outcomes, characterized by high levels of loneliness, negative affect, and poor social self-concept. Moderate victims showed similarities to nonvictims in most characteristics, yet their role in bullying perpetration suggests they might be bully-victims. Nonvictims demonstrated the most favorable psychosocial profile. These findings indicate that victimization experiences are heterogeneous, with severe victims being the most negatively impacted. The study highlights the importance of differentiating between levels of victimization in research and practice to better address the needs of affected students. Future research should further explore the nuanced roles of moderate victims and the implications for intervention strategies.

This paper examines how various dimensions of democratic school and classroom culture—openness in classroom discussions, peer interactions, civic learning, influence on decision-making, and civic participation—relate to perceptions of student–teacher relationships of two distinct groups of students (native and immigrant-background students) in Slovenia. Using representative data from the International Civic and Citizenship Education Study (ICCS 2022 cycle), analyses revealed that student-perceived positive peer interactions and decision-making influence were consistent, strong predictors of positive student–teacher relationships for both groups of students. However, open classroom discussions and civic learning at school were only significant for native students, suggesting that these aspects of classroom life may not resonate uniformly with all students. Moreover, participation in civic activities, although often seen as an integral part of democratic school culture, emerged as a significant negative predictor of student–teacher relationships only among students with an immigrant background, indicating that these activities may inadvertently highlight barriers or differences rather than promote inclusive engagement. Results are discussed through the lens of fostering positive student–teacher relationships for all students.

Priročnik za načrtovanje krepitve vključujoče razredne in šolske klime ter preprečevanja in odzivanja na medvrstniško nasilje v osnovni šoli poglobljeno predstavlja pojav medvrstniškega nasilja in njegove dejavnike. V priročniku so prav tako predstavljene ključne ugotovitve kvantitativne in kvalitativne raziskave, ki jo je raziskovalna skupina izvedla v okviru projekta Socialni kontekst kot dejavnik medvrstniškega nasilja: kako z oblikovanjem pozitivne vrstniške kulture prispevati k vključujoči šoli?. V priročniku so predstavljene z dokazi podprte smernice za preprečevanje in odzivanje na medvrstniško nasilje, namenjene učiteljem, svetovalnim delavcem in ostalim strokovnim delavcem ter učencem na osnovnih šolah. Predstavljeni so tudi primeri dobrih praks.

Medvrstniško nasilje se pojavlja v socialnem kontekstu, zato je nujno, da ta pojav proučujemo v samem okolju, v katerem do njega prihaja. To poglavje predstavlja del izsledkov kvalitativne študije, ki je nastala v sklopu projekta Socialni kontekst kot dejavnik medvrstniškega nasilja: kako z oblikovanjem pozitivne vrstniške kulture prispevati k vključujoči šoli?. Njen namen je bil preveriti, kakšne poglede imajo učenci, učitelji in svetovalni delavci na gradiva, ki so nastala v sklopu projekta in so namenjena preprečevanju ter odzivanju na medvrstniško nasilje, obenem pa raziskati njihov širši pogled na to tematiko. V fokusnih skupinah je sodelovalo 19 učencev, 20 učiteljev in šest svetovalnih delavk. Tematska analiza zbranih podatkov je pokazala, da udeleženci predstavljena gradiva dojemajo kot smiselna in pomembna. Pri preprečevanju nasilja prepoznavajo pomen socialno-čustvenega učenja, zlasti krepitve odnosnih kompetenc. Zbrani rezultati kažejo na pomen skupnega delovanja vseh zaposlenih pri vzpostavljanju šolske kulture, ki si prizadeva za varno in spodbudno učno okolje ter se ustrezno odziva na medvrstniško nasilje.