学校归属感就是学生对自己的学校在思想上、感情上、和心理上认同，愿意承担作为学校一员的各项责任和义务，及乐于参与学校活动的一种心理感受。听障学生由于生理上存在缺陷，对学校有更高的归属需求。如果学生的这种归属需求没能得到满足，对学生自身的发展以及学校管理都会产生不良影响。 为了解听障学生的学校归属感现状，本研究采用实证调查为主，质性研究为辅的研究方法，对北京市东城区特殊教育学校5-9年级听障学生进行研究。结果发现：从总体上看，东城区特殊教育学校5-9年级听障学生的学校归属感水平较高；但仍有相当部分被学生学校归属感水平处于中下水平，需要对这些学生进行干预，给出相应建议和措施，以提高他们的学校归属感水平；学生的学校归属感水平存在着性别、年级、住校与否以及父母文化程度方面的差异，且在个别维度层面上差异达到显著水平。 针对部分学校归属感水平较差的学生，笔者给出建议，包括开展集体活动、加强师生关系以及鼓励学生参与班级管理等。

School belonging is a psychological feeling that students have an identity to their school in thought, emotional and psychological, willing to take the responsibility and obligation, and to participate in school activities. Due to physiological defects, they have more demand of school belonging. If this kind of belonging demands not to be satisfied, the development of students and school management will be affected. In order to understand the current of the hearing-impaired students’ school belonging. The research take Dongcheng Special Education School’ students as the research subject，used literature method, questionnaire method and SPSS statistical method to make student’s sense of school belonging quantify. The main results of this study are as follow: 1. In general, the school belonging of the students is a high level. But there are still some students in the lower level by level. We should offer some education intervention. 2. The school students’ sense of belonging has gender difference and grade difference, but these differences are not significant. 3. There is no significant parental diplomas difference in the students’ sense of classroom belonging. In view of the students and classrooms that lack sense of classroom belonging, I will propose the corresponding educational suggestions to raise students’ sense of belonging， mainly included the aspects of developing collective activities， strengthening the classroom construction and management，advancing the work of head teacher, optimizing the relationship between teachers and students and so on.