School Environment as an Ecological Space for Adolescent Identity Formation: A Critical Literature Review of Peer Interaction, Teacher Support, Extracurricular Engagement, and Digital Self-Expression

Abstract

Adolescent identity formation is increasingly shaped by complex interactions between school climate, peer relationships, teacher support, extracurricular participation, family continuity, digital self-expression, and the physical school environment. This study aims to critically examine the school environment as an ecological space for adolescent identity formation. Using a systematic integrative literature review supported by thematic synthesis, this study analyzed recent international literature published between 2021 and 2026 on adolescent identity, school belonging, school climate, peer interaction, teacher support, extracurricular engagement, and digital identity. The review procedure followed transparent stages of literature identification, screening, eligibility assessment, data extraction, coding, thematic categorization, and conceptual synthesis. The findings reveal that adolescent identity formation is not determined by a single school factor, but by the interaction of seven interconnected dimensions: social interaction at school, peer relationships, family support and school continuity, teacher support, extracurricular engagement, social media and digital self-expression, and the physical school environment. Social interaction, peer relationships, and teacher support emerged as the most immediate relational mechanisms because they provide recognition, feedback, belonging, and role negotiation. Family-school continuity and extracurricular engagement strengthen identity stability and self-exploration, while digital self-expression and physical school conditions expand identity development into online and spatial contexts. The study contributes a conceptual ecological model that frames adolescent identity formation as a multidimensional process involving personal, social, academic, moral, and digital identities. Practically, the findings suggest that schools should develop integrated identity-supportive environments through inclusive peer cultures, responsive teachers, meaningful extracurricular programs, family collaboration, digital literacy, and safe, accessible school spaces.