Research School Network: The Power of Belonging: how it shapes our behaviour and how you can build and support this in your school A sense of belonging can boost behaviour, focus on studies, and improve relationships with peers and teachers

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The Power of Belonging: how it shapes our behaviour and how you can build and support this in your school

A sense of belonging can boost behaviour, focus on studies, and improve relationships with peers and teachers

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Julie Kettlewell

Assistant Director

Julie is the Assistant Director of Huntington Research School, she is the point of contact for queries about metacognition, self-regulated learning and memory.

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A sense of belonging is a fundamental human need, including in school settings, where students spend a significant portion of their time. Feeling accepted and valued within a school community impacts not only a student’s emotional well-being but also their behaviour. Worryingly, research has shown that 40% of students do not feel a sense of belonging at school while 15-year-olds in the UK report some of the lowest levels of life satisfaction across the OECD countries1 (Ingram et al, 2023).

This is a concern because a recent report Understanding Attendance’ by ImpactEd2 found that a sense of school belonging is a key driver of attendance across all contexts. In addition to this, a sense of belonging influences not only how students feel and whether they choose to come into school, but also how they act when they do come into school such as how they engage with learning and interact with others.

From class teachers to midday supervisor and from part time peripatetic music teachers to office staff, we all have a key role to play in fostering this sense of belonging, which is essential for shaping behaviour in schools for the following reasons:

Positive Impact on Academic Motivation and Engagement

Students who feel a strong connection to their school environment tend to be more motivated to succeed academically. When students feel like they are part of a group that values their contributions, they are more likely to take ownership of their learning3 (Stefanou, 2010). Belonging helps reduce feelings of isolation4 (Cheng et al. 2021) which can often lead to disengagement or even disruptive behaviours in the classroom. Instead of feeling like outsiders, students with a strong sense of belonging participate more actively and are willing to take academic risks, like asking questions or offering answers, which can improve their academic performance.

Reducing Behavioural Issues

A lack of belonging can lead to negative behavioural patterns. Students who feel alienated or excluded may act out to gain attention or assert control over their environment. This can lead to disruptive behaviours, increased conflict with peers, or disengagement from learning. In contrast, students who feel included and supported are less likely to exhibit these behaviours5 (Solomon, 1996). They are more likely to follow school rules, build positive relationships with peers and teachers, and contribute to a peaceful and cooperative classroom environment.

Building Social-Emotional Skills

When schools prioritise belonging, students are given the opportunity to develop essential social-emotional skills like empathy, communication, and cooperation. These skills are foundational for positive behaviour. A sense of belonging encourages students to work together, resolve conflicts, and support one another, which leads to a more harmonious and productive school environment6 (Strayhorn, 2018). It also helps students understand the impact of their actions on others, promoting respect and accountability.

Fostering Inclusion and Diversity

A strong sense of belonging promotes inclusivity, making students from diverse backgrounds feel welcomed and valued. When students from different cultures, socioeconomic backgrounds, or learning abilities feel accepted, it helps reduce incidents of bullying, discrimination, and marginalization7 (Seon & Smith-Adcock, 2021), creating a safer and more supportive learning environment for everyone.


In order to develop this in your own school, the EEF has created a set of resources that are really useful when considering how you can build a culture of community and belonging for pupils:

Culture of belonging
This section of the reflection and planning tools provides some useful questions that you can use to reflect on your current provision

We can use these to prioritise and implement a strategy to develop a sense of belonging, as this is not just a feel-good concept: it is a critical element in shaping student behaviour in schools.

In summary, when students feel they are part of a supportive and inclusive community, they are more likely to behave positively, engage with their studies, and develop healthy relationships with their peers and teachers. Schools that foster this sense of belonging lay the foundation for both academic success and personal growth.

Further reading:

Belonging, engaging and participating: Guidance on improving learner engagement and attendance

Improving Behaviour in Schools | EEF – recommendations 1 and 2

Special Educational Needs in Mainstream Schools | EEF – recommendation 1

References

1. Ingram et al: PISA 2022: National Report for England: Research report, DfE, 2023

2. ImpactEd (2024)

3 Stafanou et al, (2010) Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership. Educational Psychologist, Volume 39, Issue 2

4 Cheng et al, (2021) Build & Belong: A Peer-Based Intervention to Reduce Medical Student Social Isolation. Teaching and Learning in Medicine, Volume 34, Issue 5

5. Solomon et al. (1996) Teacher practices associated with students’ sense of the classroom as a community Social Psychology of Education, Volume 1, pages 235 – 267

6. Strayhorn, (2018) College Students’ Sense of Belonging: A Key to Educational Success for All Students

7. Seon & Smith-Adcock (2021) School belonging, self-efficacy, and meaning in life as mediators of bullying victimization and subjective well-being in adolescents. Psychology in the Schools, Volume 58, Issue 9

Read about the ways our other Yorkshire and the Humber Research Schools foster a culture of community and belonging for pupils:

North Yorkshire Coast: Building belonging in small… | North Yorkshire Coast Research School

Great Heights: Building Belonging:… | Great Heights Research School: West Yorkshire

Bradford: Family Dining: Community, Belonging and… | Bradford Research School

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