This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.
This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.
What is school belonging?
The feeling of belonging is a multifaceted and subjective concept. While it is widely recognised as a fundamental human need, associated with numerous mental, physical, social and economic benefits, it remains difficult to conceptualise and foster in practice (Allen et al., 2021). In schools, belonging can be particularly complex because it is often relational, contextual and dynamic, shaped by everyday interactions with peers, teachers, spaces and systems.
Despite its subjective nature, the most widely accepted definition of school belonging derives from Goodenow and Grady (1993) and was later adapted by Allen et al. (2018), who define it as:
‘the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment’ (Allen et al., 2018, p. 2).
The reference to ‘others’ highlights the wide range of individuals who contribute to pupils’ sense of belonging, including peers, teachers, parents and other significant adults (Allen et al., 2021). More recent definitions have also highlighted the importance of psychological safety. For example, Riley et al. (2020, p. 2) describe school belonging as ‘the sense of being somewhere you can be confident that you will fit in and be safe in your identity’. In this sense, belonging extends beyond simply enjoying school; it involves feeling recognised, valued, connected and supported, while being able to participate authentically within the school community.
How does wellbeing fit into this?
Like belonging, wellbeing is a complex and subjective concept. It is commonly understood as the extent to which individuals feel and function effectively across multiple domains, including their emotional, social, cognitive and physical lives (Pollard and Lee, 2003). Dodge et al. (2012) argue that wellbeing is not a fixed state but a dynamic process, shaped by the balance between individuals’ available resources and the challenges they face. Consequently, wellbeing can fluctuate over time and vary considerably between individuals.Â
Belonging and wellbeing are closely interconnected and are widely regarded as mutually reinforcing. Indeed, the National Children’s Bureau (NCB) (2025, p. 6) argues that school belonging is a ‘vital’ component of pupil wellbeing, with research consistently linking stronger belonging with improved mental health and emotional wellbeing. Conversely, positive wellbeing can make it easier for pupils to form meaningful connections within their school community. Pupils who experience higher levels of wellbeing are often better equipped to form positive relationships, manage social challenges, and participate confidently in school life, all of which contribute to the development of belonging. The Education Endowment Foundation’s (EEF, 2019) research demonstrates that social and emotional learning approaches improve emotional regulation, resilience and social connection, all of which underpin a sense of belonging. As such, wellbeing should be viewed not only as an outcome of belonging, but also as a contributing factor that enables pupils to build and sustain positive relationships within school.
References
Allen K, Kern M, Vella-Brodrick D et al. (2018) What schools need to know about fostering school belonging: A meta-analysisA quantitative study design used to systematically assess the results of multiple studies in order to draw conclusions about that body of research. Educational Psychology Review 30: 1–34.
Allen K, Kern M, Rozek C et al. (2021) Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102.
Dodge R, Daly A, Huyton J et al. (2012) The challenge of defining wellbeing. International Journal of Wellbeing 2(3): 222-235.
Education Endowment Foundation (EEF) (2019) Improving Social and Emotional Learning in Primary Schools: Guidance Report. EEF / Early Intervention Foundation. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/primary-sel (accessed on 21 July 2026).
Goodenow C and Grady KE (1993) The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education 62(1): 60–71.
National Childhood Bureau (NCB) (2025) Belonging Matters: Building Schools Where Every Child Thrives – A summary of the findings of a pilot programme from the National Children’s Bureau. Available at: https://www.ncb.org.uk/sites/default/files/uploads/files/Belonging%20Matters%20Final%20Summary%20Report.pdf (accessed on 21 July 2026).
Pollard E and Lee P (2003) Child Wellbeing: A Systematic Review of the Literature. Social Indicators Research 61: 59–78.
Riley K, Coates M and Allen T (2020) Place and Belonging in School: Why it Matters. National Education Union. Available at: https://neu.org.uk/sites/default/files/2023-04/Belonging%20research%20booklet.pdf (accessed on 21 July 2026).
Tools and resources Â
As part of the Rethinking Curriculum project, we have created a number of bespoke resources to develop your understanding of fostering pupil belonging and wellbeing in schools. These resources are designed to explore the research evidence underpinning this approach, understand what this could look like in practice and make informed decisions about whether this might be appropriate for your school and students.
We encourage you to engage with the following:
Read our research review
This review summarises research evidence on fostering pupil belonging and wellbeing in schools, with a particular focus on its impact and implications for primary school practice.
Read this case study
Dr Jeremy Hannay, Executive Principal at Southall Waterside Federation, shares his experience of building a strong culture of belonging, trust and meaningful participation in his context, which, in turn, has promoted wellbeing for both pupils and staff.
This case study could be used to understand the process further but are not intended to be replicated as we strongly believe that all schools should be delivering for their community and circumstance
Watch this webinar
In this webinar, hosted by Well Schools, you will hear from experienced school leaders committed to enhancing the health and wellbeing of their pupils alongside supporting their academic potential. Discover how the Well School approach can improve outcomes and achievement while creating a happy, healthy culture for staff and pupils.Â
Use this evaluation tool
We have created an evaluation tool for use with your school leadership teams to develop an understanding of where your current curriculum sits in relation to fostering a strong sense of pupil belonging and wellbeing. The aim of using this tool is to celebrate and acknowledge the work you are already doing, as well as to refine actions going forward.Â
This tool could help with reviewing the curriculum at a whole school level, ensuring that expectations of experiences within the curriculum are relevant and catered for effectively. It could also support teacher development in the planning and application of the delivery methods.
This tool is intended to be used alongside the Rethinking Curriculum Evaluation Framework.Â
Use this document to explore how this approach aligns with the National Curriculum and the recent Curriculum and Assessment Review.
As part of this project, schools asked for a tool to map how specific curriculum approaches aligned with the current National Curriculum in England. We have updated this to also include the most recent findings from the Department of Education’s Curriculum and Assessment Review. We invite you to use this document to further develop and refine your curriculum vision.
Go further with our reading and resources list
We have created a list of further reading and resources to deepen your understanding of how to introduce and embed approaches that foster a strong sense of pupil belonging and wellbeing. These include academic research, case studies and webinars. We have ensured that all resources are either open access or available to members of The Chartered College of Teaching.Â
