In Pursuit of Belonging
The Role of Connectedness in Building a Sense of Belonging
Recently, I noticed an increase in blogs, posts and articles about the importance of belonging in schools and education. The concept resonates deeply with me, and I wholeheartedly agree that a sense of belonging is vital, for emotional wellbeing and academic success. I’ve particularly enjoyed the blogs of Phil Banks’s on this topic, which have offered profound insights. Dr Haili Hughes writes beautifully on these issues, offering insightful perspectives from both a pupil’s and a teacher’s viewpoint. Lydia Willets is also engaged in some fascinating work on belonging right now.
However, as I reflected during our family’s Christmas festivities, it struck me that belonging is truly a rare gold standard—aspirational yet often elusive.
The Feasibility of Achieving Belonging in Schools
Take my own family, for example. While we are bonded by love, values, support, shared experiences and history, our hobbies and interests rarely overlap. My family members live in various countries, enjoy different genres of books, have strong passions for sports, and engage in pursuits that diverge significantly from my interests!
Similarly, in my workplace, it took me years to feel part of the bigger picture. Even within the tiny village in which I live, I can honestly say that it was only after becoming a parent that I began to feel a genuine sense of belonging here—and I wonder how much this is true for others, too.
This reflection raises a critical question: how realistic is it to aim that schools can become places where pupils will feel a sense of belonging? It is certainly an uncontested and noble aim, but we must consider its feasibility. Is aiming for belonging akin to the goal of straight A’s?
Did you feel a sense of belonging within your school?
Or like me, did you feel a sense of belonging and connection to different elements of your school experience?
Building Connections: A Path to Belonging
In my book, A Practical Approach to Pupil Wellbeing, I write extensively about the importance of connections and connectedness as the foundation upon which a sense of belonging can emerge, asserting that this is an achievable foundation from which belonging develops. I prefer to focus on building connectedness and providing a pragmatic and empowering approach because I feel it’s achievable for teachers and pupils.
If belonging is the gold standard, connections are the pathway towards it.
Sustaining Belonging While Supporting Educators’ Wellbeing
Here are a few ways schools can encourage connectedness:
- Facilitating (or even just encouraging) extra- and co-curricular activities where pupils can explore their passions and develop their unique identities outside their learning identity… Each young person needs to know and feel they are more than just their most recent test result.
- Establishing collaborative projects that connect pupils and staff in meaningful ways. For example, whole-school charity activities can be hugely motivating, school shows, and other activities which encourage cooperation, focus on community and encourage a variety of contributions that extend beyond the skills and activities facilitated within classrooms.
- Ensuring that every young person is seen, known, and appreciated for who they are is a huge task! School systems can be tweaked and designed to break this task down into achievable goals through establishing an effective form/tutor time curriculum, using the house system to organise pupils and promoting effective pastoral care systems where one-to-one conversations are supported.
These steps may not seem shiny, new, or exciting, but they lay the groundwork for belonging while recognising the myriad responsibilities and pressures teachers face. By prioritising connectedness, we support both pupils and educators, making the pursuit of belonging a sustainable and rewarding journey—and vitally protect the wellbeing of staff and pupils by not expecting the gold standard straight away!
