In part three of our SEND blog series, we’ll dive deeper into the idea of belonging, what it means to belong, how schools and leaders can create a sense of belonging and the impact it has on pupils when we get it right.
“Leaders’ actions have a transformational impact on how well these pupils achieve and thrive across all areas of school life.” (Ofsted 2025)
The impact of belonging
When pupils feel they belong, the benefits are clear. They are more engaged, actively participating in learning and demonstrating stronger motivation (Teach First Belonging Schools Report, 2024, pp. 5‑6). Belonging supports psychological safety and resilience, helping protect against stress, anxiety and depression (Allen, 2017‑2020).
Improved emotional wellbeing is closely linked with stronger engagement and attendance, both of which are known to support better academic outcomes. (Allen, 2017‑2020)
It also has measurable long-term outcomes. Pupils who feel connected to their school attend more regularly, achieve more and carry the benefits into adulthood, including reduced risk behaviours and better mental health (Steiner et al., 2019; Gehlbach et al., 2016).
When leaders make belonging real, everyone in the school community feels like they matter.
Leading for belonging
Dr Kathryn Riley, Professor of Urban Education at UCL, defines belonging as “that sense of being somewhere you can be confident you will fit in and feel safe in your identity: a feeling of being at home in a place” (Riley, 2022).
In schools and trusts, leadership is key to creating this sense of home. As we touched on in our last blog, compassionate, transformational leaders empower teachers and support staff to make decisions and follow their professional instincts, the same instincts that drew them to teaching in the first place: to make a difference.
They model relational leadership, listening to staff and pupils alike, responding with empathy and prioritising wellbeing. By embedding inclusive values throughout school policies, everyday practice and interactions, they ensure that belonging is part of the day to day, not just a goal or aspiration. Leaders also prioritise pupil and parent voice, particularly at points of transition (moving up a year, to a new class or to a new school), creating opportunities for pupils and families to shape aspects of the school environment and culture.
As part of her research, Dr Riley surmised the following key ingredients for fostering a sense of belonging in schools:
• Creativity: creative activities woven through the curriculum are crucial because they allow pupils to think for themselves and suggest ideas, promoting self-efficacy and emotional wellbeing
• Representation: Children need to see themselves represented in the world they’re being taught about, so they don’t feel like outsiders – leaders who understand this, intentionally incorporate local context into the curriculum
• Agency of staff: Teachers and support staff who have a sense of agency feel empowered to make decisions that will genuinely make a difference
• Intentional and Reflective Leadership: A reflective leadership team who ask deeper questions such as ‘how do children feel when coming to this school?’ ‘How do we reflect and support our community?’ ‘How do we ensure that everyone is represented and welcomed?’
When leaders and teachers feel confident to exercise professional judgment and innovate in ways that support pupils’ individual needs, it creates a relational and supportive culture and fosters emotional wellbeing for both pupils and staff, creating a psychologically safe space for learning and experimentation. Over time, an environment such as this cultivates a school culture where belonging is a feeling rather than merely a strand of a strategy.
This is the part of a seven-part blog series on transformational leadership. Keep an eye out for future posts here.
Sources:
• Allen, K.A. (2017‑2020) The Psychology of Belonging. Available online: Monash University Research
• Gehlbach, H. (2016) Closing the Achievement Gap through School Belonging. More info here: Teachers College Columbia
• Ofsted (2025) Education Inspection Framework. Full report: Gov.uk
• Riley, K. (2022) Compassionate Leadership for School Belonging. Available: UCL Press
• Steiner, R. et al. (2019) School Belonging and Long-Term Protective Effects. Centers for Disease Control and Prevention: CDC Healthy Youth
• Teach First (2024) Belonging Schools Report Update. Read online: Teach First