Recent government research reveals a concerning statistic: only three-fifths of pupils feel a sense of belonging at school. Additionally, UK 15-year-olds report some of the lowest levels of life satisfaction among OECD countries (PISA, Department for Education, 2023).
At the National Children’s Bureau, we've collaborated with researchers from Goldsmiths, University of London, to delve into the concept of 'belonging' in schools. This comprehensive literature review explores how belonging is defined, measured, and its crucial impact on pupil outcomes, culminating in best practice recommendations for fostering a sense of belonging and addressing policy implications.
The importance of belonging in schools
Our findings underscore the profound significance of belonging for academic engagement, motivation, and achievement, as well as for self-esteem, mental health, and overall wellbeing. This is particularly crucial now, as school communities face unprecedented levels of mental distress among pupils, rising absenteeism, and increasing inequality and disadvantage. A sense of belonging is vital for all pupils, especially those more vulnerable to feeling excluded, such as disabled children and those with special educational needs, who often experience higher mental health challenges and poorer academic outcomes.
Defining belonging: A multifaceted concept
A useful definition of belonging in a school context is summarised in ‘School Belonging: The Importance of Pupil and Teacher Relationships’ (Allen et al 2021) which defines it as:
The extent to which pupils feel personally accepted, respected, included, and supported by others in the school social environment.
This includes relationships with peers, teachers, and other adults. Positive teacher-pupil interactions, characterized by friendliness and fairness, are pivotal in fostering a sense of connection. Pupils value individual support and opportunities to share personal experiences, while environments with high administrative demands that reduce quality teacher interaction time can diminish a sense of belonging.
Peer relationships also play a critical role. Positive social interactions and supportive peer networks enhance feelings of acceptance and school connection, especially during adolescence. Conversely, rejection or ridicule can significantly harm a pupil’s sense of belonging. Additionally, individual characteristics like self-efficacy, resilience, and kindness contribute to higher levels of belonging. The review also highlights the importance of diverse learning environments where differences are celebrated, and commonalities are encouraged.
Key factors influencing school belonging
Teacher-pupil relationships
Quality and consistency in teacher-pupil interactions are essential for building a lasting sense of connection. Friendliness and fairness from teachers are highly valued by pupils and significantly influence their sense of belonging. Supportive and individualized attention from teachers, where pupils feel seen and heard, plays a crucial role in fostering this connection. Conversely, environments with excessive administrative demands on teachers, reducing the time available for building relationships, can negatively impact pupils' sense of belonging.
Peer relationships and support
Positive peer interactions and supportive social networks are vital for fostering feelings of acceptance and belonging. Pupils' satisfaction with their social networks is a strong predictor of their sense of belonging at school, particularly during adolescence when peer influences are heightened. Being part of a friendship group, having access to peer support, and feeling able to trust and open up to peers all contribute to increased feelings of school connection and belonging. In contrast, experiences of rejection or ridicule can significantly harm a pupil's sense of belonging.
Extracurricular activities
Participation in extracurricular activities is a key factor in enhancing school belonging. Pupils report positive feelings linked to engaging in activities that contribute to their school community, reinforcing positive mental health outcomes. Even moderate participation in extracurricular activities can yield benefits, with involvement in too many activities not necessarily increasing the sense of belonging further. Both boys and girls benefit from participation in extracurricular activities, making it a valuable component of a whole-school approach to fostering belonging.
School climate and safety
A positive school climate, characterized by fairness, safety, and inclusivity, significantly influences pupils' sense of belonging. Fair policies and supportive interactions create an environment where pupils feel secure and valued. The physical and emotional safety of a school environment also plays a crucial role in fostering a sense of belonging. For example, unsupervised periods during the day can negatively impact pupils' interactions, while well-structured and supportive classrooms promote wellbeing.
Parental support and involvement
The parent-child relationship extends beyond the home and profoundly impacts a pupil's connection to their school. Our review found that parental support, combined with care, compassion, and encouragement towards pupils' schooling, enhances their sense of connectedness to the school. Involving parents in the school community is also linked to higher levels of belonging, highlighting the importance of strong home-school partnerships.
Long-term impact of school belonging
A strong sense of belonging at school significantly improves pupil outcomes, including academic performance and attendance. It is one of the strongest predictors of academic achievement, particularly when combined with high expectations from families and school staff. Pupils who feel a sense of belonging are more likely to be engaged and motivated, key indicators of successful learning. Additionally, the benefits of a positive connection to school extend into adulthood, influencing future career decisions and overall life satisfaction.
Wellbeing and mental health
A strong sense of belonging at school is closely linked to pupils' happiness and mental health. Feeling connected and supported by others helps protect against feelings of stress and depression. Our findings show that when pupils feel they belong at school, they tend to be happier, more confident, and perform better overall. This is particularly important during transitions, such as moving from primary to secondary school, where a strong sense of belonging can help pupils navigate changes and challenges more effectively.
Conclusion
As we strive for academic excellence for all pupils, we must not overlook the importance of fostering an environment where every pupil feels a sense of belonging. Teachers, peers, support structures and various external factors all contribute to creating a supportive and inclusive school community. Understanding and addressing these factors is crucial in nurturing a positive learning environment for all pupils. Education is not just about academic achievements; it's about building a community where every pupil feels they truly belong.
Our literature review provides valuable insights and recommendations for fostering a sense of belonging in schools. By focusing on this fundamental aspect of education, we can create a more inclusive and supportive environment that benefits all pupils. We invite you to read the full review (downloadable at the bottom of this page) to explore these findings in greater detail and join us in promoting a sense of belonging in our schools.
Belonging Matters programme
Following the Literature Review, The National Children’s Bureau is excited to launch a new and innovative, evidence-based 18-month programme designed to develop and enhance pupils' sense of belonging within school.
The 'Belonging Matters' programme is offered for free to 10 schools in London, starting in June 2024. This pilot programme is intended for mainstream schools, special schools and Alternative Provision, across both primary and secondary phases. The programme is underpinned by research evaluating the key components of 'belonging' and their influence on pupil outcomes.
Find out more here or email [email protected].