ArticleBMC psychology2026
School belonging in the preschool period: school counsellors' views and documented institutional practices.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundSchool belonging is a key protective factor for socioemotional functioning during the preschool period. Counsellors working in preschool institutions play an important role in developing sense of school belonging by meeting their emotional and social needs and fostering a positive school environment. This study examined the views of school counsellors working in preschool education institutions in Türkiye regarding sense of school belonging and, to support these views and to reveal their reflection at the level of institutional practice, analysed routine guidance and counselling documents to identify how belonging-supportive practices are formally planned, implemented, and recorded over the school year.
methodsA phenomenological qualitative design was employed. Data were collected through structured interviews with school counsellors and complemented by document analysis of counselling artefacts to examine how belonging practices are formally planned, implemented, and documented across the school year. The document corpus comprised 186 written artefacts from 10 kindergartens. Data were analysed using computer-aided content analysis, and a hierarchical code-subcode model was utilised in MAXQDA 2020.
resultsFindings indicated that counsellors conceptualised school belonging as children's feelings of acceptance and security within the school community and described belonging-related differences in children's emotions, participation, and peer interactions. Counsellors also highlighted multi-level strategies targeting emotional safety, peer relationships, teacher practices, and family involvement. Complementing these findings, the document analysis yielded five practice-oriented domains through which counselling services may support school belonging: (1) emotional safety and adjustment to school routines, (2) support for peer relationships and social problem-solving, (3) cultivation of a positive classroom/school climate through teacher collaboration, (4) systematic family involvement and parent education, and (5) developmental monitoring and evaluation. Document analysis corroborated counsellors' reported perspectives by providing practice-level evidence of how belonging-supportive strategies were formally embedded in institutional plans and documented in artefacts.
conclusionsPreschool children's school belonging is supported through a year-long programme of practice spanning children, teachers, and families. Strengthening preventive counselling services that promote emotional safety, peer-inclusion, and family-school collaboration may improve school belonging in early childhood, as this phenomenon has far-reaching implications for children's educational trajectories, working lives, and broader societal and democratic engagement.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.