Building Belonging in Classrooms, in Schools and across Districts
Creating a climate of belonging across districts, schools, and classrooms to foster inclusive and supportive educational environments.
It is important to consider in your planning for 2024-2025, how to establish a positive and welcoming learning environment that emphasizes relatedness and connections (Ralph, 2022; Rowe, Stewart & Patterson, 2007. Signature Leadership by Knowledgehook is going to begin this school year exploring Belonging, which is a critical component for student learning and teacher well-being (Longaretti, 2020; Ralph, 2022).
For Maslow (1962), the need for belonging supersedes other emotional needs. Everyone needs to have a sense, that they belong, that they are accepted, and valued. This is especially true for students as they transition through school, childhood and adolescence. The evidence indicates the skills can be developed over time [i]. How do you cultivate a climate of belonging, as students, their families are still negotiating post-pandemic uncertainty? (You will find links to previous Roundtables and podcasts included to provide context.)
The analysis of the Programme for International Student Assessment or PISA 2022 data indicates that students with a strong sense of belonging report that they make friends easier and are less likely to feel lonely (Longaretti, 2020). The OECD Global Survey of Social Emotional Learning (SEL) looked at students from 22 cities in cycles one and two. They determined that a strong sense of belonging and well-being have both academic and non-academic benefits [ii]. Underserved[B3] communities, immigrant, migrant, racialized students and students with diverse learning needs report feeling a diminished sense of belonging, which often influences their readiness to interrelate and learn (Longaretti, 2020, OECD, 2023). SEL is also aligned with and supports the UN’s Sustainable Development Goals, SDGs [iii].
This requires developing and nurturing a pedagogy of belonging across the school and in the classroom. Belonging is relationship-driven as we connect with others. The OECD's analysis of the PISA (Program for International Student Assessment) [iv] highlighted the critical role of belonging and positive school-based connections in improving student outcomes (Kiefer, Alley, & Ellerbrook, 2015). These factors were also linked to an increased sense of persistence, agency, trust, and strong teacher-student relationships. The OECD study found that well-being, rooted in social-emotional learning (SEL), is adaptable and shaped by the school's culture and climate [v]. Similar trends were observed across participating nations, with students consistently reporting that bullying weakens their sense of belonging. Moreover, the sense of belonging tends to decline as students progress from elementary to secondary school (OECD, 2023).
Some questions to consider for discussion with colleagues:
· How do you build a sense of belonging and sustain a sense of connection for all students? Why is it important to learning? What are the indicators?
· How does one put in place supportive system processes and practices?
· How do you facilitate and monitor implementation?
· What are the indicators of success?
Schools and school systems can respond through coordinated systemic approaches. They can create action plans and collectively implement strategies [vi]. Messaging throughout the school that this is a caring community, and everyone is important can be reinforced, verbally and visually. (Longaretti, 2020). The library and displayed pictures should represent everyone, creating spaces where students can form personal connections and foster a sense of belonging (Osterman, 2000; OECD, 2023).
Students need to feel that they have a voice that is heard and that the schools provide a safe space to operate (Kieffer et al., 2015; SEL and Youth Voice, 2021). Reports of bullying must be taken seriously. Structuring opportunities to belong is important. Peer-to-peer tutoring is one strategy associated with an increased sense of belonging and agency [vii]. Having intentional outreach to local communities and families through co-operative and volunteer opportunities is another. Providing chances to connect and engage with the school/system’s communities should be considered as part of action planning strategies (Longaretti, 2020; OECD 2023). This is especially important for under-served and migrant/immigrant communities [viii]. Another strategy presented to encourage planning and agency for students that was discussed in a RoundTable session was the Tower of Success [ix].
In the classroom, students need to develop the confidence and skills to connect with and engage others (Rowe et al., 2007). Students can engage with numerous groups building positive connections. They need opportunities to engage in conversations, to listen to diverse perspectives, and to develop their sense of identity. Achieving this requires a safe, trusting and welcoming learning environment. The process can start with reflective writing, allowing students to explore and relate their own lived experiences to those of others. Teachers can facilitate discussions by establishing conversational norms and using open-ended authentic questions to encourage sharing and meaningful connections. This begins conversational thinking.
The concept of belonging can differ across cultures. Incorporating culturally responsive and inclusive texts is crucial, as it ensures that everyone feels represented and can see themselves reflected in the content, fostering a stronger sense of belonging. Feeling respected, regardless of one's background, and feeling empowered and included are essential elements of this experience.
Teachers can build a sense of belonging through promoting student agency and co-agency [x]. They can utilize programs such as mindfulness, co-curricular activities, and the Arts [xi].
Teachers can observe students' interactions and identify trends and outliers in their behavior. Are there spaces where students can gather and connect? Prompts can be used to facilitate engagement. Having trusted peers and a caring adult are powerful elements in fostering a culture of belonging (Kiefer et al., 2015).
Students who feel they belong express that they are part of the school community; they use phrases like being part of …. They feel accepted; they have peers they can go to with issues (Longaretti, 2020).
Gender, family background, and socio-economic factors [xii] play a significant role, particularly for young women and students from less affluent backgrounds. It is crucial for teachers to understand the implications of this data and develop strategies to collectively act responsively and respectfully on these findings in their specific contexts [xiii]. Across diverse settings, including Finland, Portugal, Sri Lanka, and among refugee students, the data consistently shows that intentionally integrating social-emotional learning (SEL) fosters persistence, curiosity, trust, and a sense of belonging. The development of these skills positively impacts academic outcomes (Longaretti, 2020; OECD, 2023).
Teachers and other staff also need to experience a sense of belonging, a feeling that they matter as a valued member of the school community. Motivated staff with strong interpersonal relationships can more successfully create and sustain a climate of belonging.
We encourage you to explore some pertinent recent Roundtables. Consider the following Roundtable sessions:
SEL Global Leadership Series: OECD Survey on Social Emotional Skills – Findings from the 2nd Cycle - May 17, 2024
Getting at Student Wellbeing through Community Building - November 8, 2022
References
Allen, K.A. (2023). PISA 2022 Results for Students Sense of Belonging at School. Psychology Today.
https://www.psychologytoday.com/ca/blog/sense-of-belonging/202312/pisa-2022-results-for-students-sense-of-belonging-at-school
Grose, K. & Freedman, B. (2014). 21st Century Leaders of Learning. OPC Registrar, 16 (1): 34-38.
Kiefer, S.M., Alley, K. M. & Ellerbrook, C. (2015). Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging. RMLE Online, 38 (1) 1-18.
https://www.tandfonline.com/doi/abs/10.1080/19404476.2015.11641184
Longaretti, L. (2020). Perceptions and experiences of belonging during the transition from primary to secondary school. Australian Journal of Teacher Education, 45 (1).
https://files.eric.ed.gov/fulltext/EJ1250766.pdf
Maslow, A. (1962). Toward a psychology of being. Princeton, NJ: Van Nostrand Company.
OECD (2020) PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. OECD Publishing.
https://www.oecd.org/en/publications/pisa-2018-results-volume-iii_acd78851-en.html
OECD (2023). PISA 2022 Results (Volume II): Learning During - and From - Disruption. OECD Publishing.
https://www.oecd.org/en/publications/pisa-2022-results-volume-ii_a97db61c-en.html
Osterman, K. (2000). Student’s need for belonging in the school community. ResearchGate, 70 (3), 323-367.
https://www.researchgate.net/publication/247662613
Ralph, M. (2022). How to cultivate a sense of belonging in schools. Edutopia.
https://www.edutopia.org/article/importance-belonging-in-schools/
Rowe, F., Stewart, D., & Patterson, C. (2007). Promoting school connectedness through whole school approaches. Emerald Insight, 107 (2) 321-352.
https://www.emerald.com/insight/content/doi/10.1108/09654280710827920/full/html
Endnotes
[i] SEL & Youth Voice - Oct 13, 2021, Findings on Inclusion, SEL skills can be developed over time from elementary through high school, 53:45 – 55:30
[ii] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion, Overview of study, 5:45 – 8:50, and details using the Finnish example, 11:25 – 14:35
[iii] SEL & Youth Voice - Oct 13, 2021, Setting the context, 4:14 – 6:53
[iv] Pisa 2018 Results (Volume III) What School Life Means for Students’ Lives - OECD
[v] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion - From Finland & Portugal - School culture and climate, 11:25 – 14:35; 43:17 - 44:05
[vi] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion, School and System Action Plans - From Portugal, 43:20 – 47:00
[vii] SEL and Youth Voice - Feb 9, 2021, Findings on Inclusion, 53:00 – 53:45
[viii] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion - From Portugal – responding coordinated, multi-component approaches, 49:46 -52:50
[ix] SEL & Youth Voice - Oct 13, 2021 – Danielle de La Fuente, 19:20 -21:45
[x] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion – agency - From Finland, 28:45 – 30:55
[xi] SEL & Youth Voice - Oct 13, 2021 – Danielle de La Fuente –Colors of Kindness, 7:54 – 16:40
[xii] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion - From Finland, Gender, 30:55- 35:07 and Portugal, 41:30 -42:00
[xiii] OECD Survey of Social and Emotional Skills - Feb 9, 2022, Findings on Inclusion - From Finland, Gender 30:55 – 35:07
