Mobility, belongingness and schooling experiences of Chinese cross-border students

Kit Wa Anita CHAN, Ming Ming CHIU, Shuyan YANG, Lucille Lok-Sun NGAN

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6 Citations (Scopus)


Globalisation has facilitated massive flows of immigrant students of diverse backgrounds into schools. These developments intensify concerns about immigrant youth's mobility and belongingness, and about the capacity of schools to integrate them into receiving societies. However, the diverse forms, experiences and effects of young schoolchildren's educational mobilities on belongingness are under-researched. This study addresses this gap by examining the links between mobility, belongingness and schooling experiences of 417 Chinese cross-border students (CBS). These students are permanent residents of Hong Kong but live on the mainland and travel across the border to school every day. A structural equation model shows that some dimensions of schooling experiences, notably better relations with local peers and more extracurricular school-based activities in Hong Kong, have stronger links to CBS's belongingness than students' personal and family characteristics and their hours on cross-border commuting. The implications of the findings, both at theoretical level and for enhancing young mobile child migrants' belongingness, are discussed. Copyright © 2020 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number104870
JournalChildren and Youth Services Review
Early online dateFeb 2020
Publication statusPublished - Apr 2020


Chan, A. K.-W., Chiu, M. M., Yang, S., & Ngan, L. L.-S. (2020). Mobility, belongingness and schooling experiences of Chinese cross-border students. Children and Youth Services Review, 111. Retrieved from


  • Educational mobilities
  • Sense of belonging
  • Primary schools
  • Child migrants
  • Schooling experiences
  • Hong Kong


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