School belonging research is geographically concentrated in WEIRD contexts, with entire world regions virtually absent from the evidence base¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across K-12, postsecondary, and racial-climate studies, the vast majority of empirical school belonging work is based in the United States and a small set of other WEIRD countries, with only a handful of studies from non-WEIRD contexts. → Ronnel B. King 2026

Evidence¶

Ronnel B. King 2026¶

Ronnel B. King, Faming Wang. (2026). Culture and school belonging: Towards a global research agenda. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10213-9

q2 · i? · theoretical · r2

The commentary's audit of systematic reviews and meta-analyses in the topical collection, mapped against three cultural taxonomies (Schwartz values, Inglehart-Welzel map, UN regions), found "the vast majority of empirical work is based in the United States" and other WEIRD countries; Table 2 lists ten non-WEIRD studies (Türkiye, Philippines, South Africa, China, Mexico, Ethiopia).

"Across K–12 STEM classrooms, postsecondary settings, and studies of school racial climate and belonging, the vast majority of empirical work is based in the United States and a small set of other WEIRD countries, with only a handful of studies from non-WEIRD contexts"

Discussion¶

Related Claims¶

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