Interestingly, the association between the concentration of immigrants in a school and academic performance was similar across students with and without an immigrant background (Table 7.9, available on line). In Australia students in the former group were four percentage points more likely to report feeling like they belong at school. The difference was wider when comparing students who attend schools where fewer than one in 10 students has an immigrant background and students who attend schools where more than one in two students is an immigrant student. In Austria, Denmark, France and Switzerland, this difference amounted to more than five percentage points.