Why focus on belonging?

“I long, as does every human being, to be at home wherever I find myself.” - Maya Angelou

Everyone seems to be talking about belonging at the moment. Whether you are interested in improving behaviour, attendance, pupil engagement or enabling pupils with SEND (Special Educational Needs and Disabilities), you will find that developing a strong sense of belonging, is part of the proposed solution.

There is a growing sense in leaders that belonging is not only important for academic achievement, but also social and emotional wellbeing. This realisation in turn is driving a more holistic approach to education to ensure that pupil wellbeing is prioritised to ensure effective learning and long-term success.

Equally, with the current teacher retention and recruitment in crisis, it has never been so important for schools to ensure that their staff's wellbeing is enhanced through a strong culture of belonging, where everyone feels valued.

At the CST conference in November 2024  the Secretary of State Bridget Phillipson shared her vision that belonging is essential to the wellbeing of young people. Every child should go to a school where they are free to be themselves, free to make friends, free to explore their talents… (Where they know) deep down inside, they belong”. Phillipson further emphasised that "thriving and belonging will feature so prominently in our work in the opportunity mission, hand in hand with attainment". This statement has been interpreted as the government's commitment to balancing academic achievement with student wellbeing.

OFSTED’s Chief Inspector, Sir Martyn Oliver, at the same conference, also referenced belonging, whilst talking about the importance of schools and trusts as anchor organisations in their community. “You are helping children to belong and you are helping them to thrive – both of which are areas I’m keen we look at and recognise as we develop our work at Ofsted. We want to do, and we are doing, our bit to help you with that.”

The Education Endowment Fund sub-titled their Supporting School Attendance resource, “Build a culture of community and belonging for pupils,” stating that, “absences or internal truancy may be caused by pupils not feeling they fully ​‘belong’ in the school.“

Belonging and SEND are closely intertwined in the UK education system, with a growing emphasis on creating inclusive environments where all students feel valued and supported. Research shows that pupils with SEND are more likely to report not feeling a sense of belonging at school compared to their peers. The transition from primary to secondary school can be particularly challenging for SEND pupils, affecting their sense of belonging and self-esteem. Research has found that by creating a sense of belonging, the achievement gap of pupils with SEND can close by between 50 and 60 percent.

Recent studies have highlighted the powerful impact that fostering a sense of belonging can have on pupil behaviour and overall school climate. Research has shown that pupils who feel a strong sense of belonging in school are more likely to exhibit positive behaviours and less likely to engage in disruptive or risky actions. This research has challenge the effectiveness of the "zero-tolerance" or sanction-based behaviour policies. Indeed, schools that prioritise belonging tend to see improved behavioural outcomes.

Teacher belonging is also increasingly recognised as a cornerstone of wellbeing in schools, with significant implications for retention, job satisfaction, and overall school culture. Schools with high levels of teacher belonging and wellbeing experience significantly better retention rates—up to 16 percentage points higher than schools with lower scores. Early career teachers, in particular, benefit from strong cultures of belonging, with retention rates increasing by 18 percentage points when belonging is prioritised.

Teaching is one of the professions with the highest levels of burnout, with over half of teachers reporting frequent feelings of burnout. A strong sense of belonging can mitigate this by fostering emotional support and connection within the school community

Educational leaders are increasingly recognising that belonging is not just a feel-good concept, but a crucial element in creating effective, inclusive, and thriving educational environments. As this focus continues to shape policy and practice, it has the potential to transform the educational experience for teachers and pupils across the UK.