New Perspectives in Science Education

Students’ Sense of belonging has a paramount value in learning and teaching process.  It refers to the feelings of acceptance, respect, inclusion and support of students by others, particularly teachers and administration professionals in the school social environment. The aim of this article is to investigate the sense of belonging that students may or may not have and the relationship of students’ sense of belonging to their schools outcomes in Moroccan high schools.A questionnaire was designed to investigate the different aspects and degrees of sense of belonging among high schools students and their impacts on school engagement and achievements. 180 students participated in this study. The primary results show that students, who feel a sense of belonging in their school or study environment,   are more likely to be motivated and engaged in their studies. When students feel connected to their school community, they are more likely to actively participate in class, complete assignments, and do their homework. The preliminary results show also that a sense of belonging positively affects academic performance.  Students who feel they belong to school are more likely to achieve higher results and perform better. Reforming Moroccan educational system ought to take into account creation of a welcoming and inclusive environment in schools among learners. Involving learners in reform, encouraging collaboration, and addressing any forms of exclusion and enhancing school fairness in public schools, can achieve this.