A comparative study of the perception of supportive school climate and sense of belonging among students with specific learning disabilities and normal students

Abstract

The aim of the present study was to compare perceptions of a supportive school climate and sense of school belonging among students with specific learning disabilities and typically developing students in the first cycle of elementary education in Qorveh County during the 2025–2026 academic year. The study employed a causal–comparative design with an ex post facto approach. The statistical population consisted of all first-cycle elementary school students in Qorveh County. Using convenience sampling and in coordination with the Comprehensive Assessment and Learning Disabilities Diagnostic Center, a total of 40 students were selected, including 20 students with specific learning disabilities and 20 typically developing students. Data were collected using the Haynes, Emmons, and Olweus School Climate Questionnaire (1997) and Goodenow’s School Belonging Questionnaire (1993), the validity and reliability of which have been confirmed in previous Iranian studies; acceptable reliability coefficients were also obtained in the present study. Data were analyzed using descriptive statistics (means and standard deviations) and inferential statistics (independent samples t-test). The findings indicated a significant difference between students with specific learning disabilities and typically developing students in terms of perceived supportive school climate and sense of school belonging, such that typically developing students obtained higher mean scores on both variables. The results highlight the need for greater attention to improving supportive school climates and strengthening the sense of belonging among students with specific learning disabilities and may be beneficial for teachers, school counselors, and educational planners seeking to enhance the quality of these students’ educational experiences.