Abstract
School belonging, the perception of how well a person fits in the school environment, has been shown to be a positive resource for students in the K-12 context. However, does school belonging remain a positive resource for students as they transition to college? This study explored predictors and outcomes associated with school belonging in the context of college students. Results from a structural equation model showed that ethnic identity, extracurricular involvement, and school climate were all significant predictors of school belonging. School belonging was shown to be a significant predictor for loneliness but not with academic motivation. School climate and ethnic identity were significant predictors of academic motivation. Overall, findings showed that establishing an inclusive environment for students to belong to remains important even at the college level.