The Relationship Between School Inclusion Practices and Social Adjustment Among Tinonanon Monuɓu Pupils: The Mediating Role of Sense of Belonging
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This study examined the mediating role of sense of belonging in the relationship between school inclusion practices and social adjustment among 120 Grade 6 Tinonanon MonuƄu learners in public elementary schools in Arakan, North Cotabato. Guided by Inclusive Education, Belongingness, and Ecological Systems theories, the study employed a quantitative correlational design using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results showed very high levels of school inclusion practices, sense of belonging, and social adjustment. While school inclusion practices did not significantly predict social adjustment directly (β = 0.172, *p* = .083), they significantly predicted sense of belonging (β = 0.391, *p* < .001), which in turn significantly predicted social adjustment (β = 0.453, *p* < .001). Sense of belonging also fully mediated the relationship between school inclusion practices and social adjustment (β = 0.177, *p* = .006), indicating that inclusive practices promote learners' social adjustment primarily by strengthening their sense of acceptance, connectedness, and belonging within the school community.
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