School Community and Virtual Learning Environments: Sense of School Belonging

Caroline M. Johnson*, Northwest Nazarene University
Michelle Van Beek, Northwest Nazarene University

https://doi.org/10.9743/JEO.2026.23.2.9

Abstract

The number of adolescents enrolling in virtual schools has increased in recent years despite concerns with academic achievement and social isolation. This study was designed to explore the reasons adolescents are choosing virtual learning environments and what factors influence students’ sense of belonging through the lens of Self-Determination Theory. We used a mixed-methods approach to examine both qualitative and quantitative data collected via a survey and semistructured focus groups. Study participants were students in grades 6–12 enrolled in a virtual school in Colorado. Findings show that adolescents choose virtual learning because it has a flexible learning environment and because of negative experiences they had in traditional learning models. Factors related to autonomy, competence, and relatedness influence students’ sense of school belonging, along with genuinely caring interactions from teachers. The significant impact of teachers can also be confirmed through this research to be a strong indicator in student sense of school belonging in virtual schools. Findings suggest that sense of school belonging can be cultivated in virtual environments when students have autonomy, strong teacher connections, and community engagement opportunities. Virtual schools should ensure structures are in place to promote both autonomy and connection in their learning environments to support school belonging and overall well-being in students.

Keywords: sense of school belonging, virtual schools, self-determination theory

*Corresponding Author: johnsoncm2020@gmail.com