Belonging matters ... and there’s plenty schools can do

I love my job.

I get to work every day in preventing, responding to, and reducing bullying. It’s both a massive privilege and a big responsibility to play a part in ensuring that children and young people can grow into their best adult versions, and a big part of that for me is about recognising the importance of belonging. 

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Belonging is a fundamental human need. It gives us a sense of psychological safety, purpose and connection. It helps us feel connected to people and places, and that can help us cope with difficulties and overcome challenges. Yet, despite knowing how important belonging is to our wellbeing, it is only in recent years that it has moved towards the forefront of priorities in education. 

Perhaps that’s because - like its buddies, happiness and safety - belonging can be difficult to pin down exactly ‘what’ it is and even harder to measure. It is deeply subjective: a feeling shaped by our relationships, experiences and environment. And how do we create more of it in a world that can sometimes feel increasingly divided, anxious and unsafe?

In my work in anti-bullying, I am confident advising schools and settings on a range of strategies and interventions that can have a measurable impact. We can track reports, identify patterns and look at whether particular approaches are making a difference. 

Thinking back to a generation ago, tackling bullying seemed almost insurmountable. Bullying was often seen as an unavoidable part of growing up - something children just had to put up with. I am incredibly proud of the part the Anti-Bullying Alliance has played in changing that narrative and in championing the principle that every child and young person deserves to feel safe at school. 

And I believe that every child and young person deserves to feel like they belong, too. 

But how do we measure an improvement in something that can feel so intangible? How do we improve someone's sense of being accepted, valued and part of a community? Isn't belonging shaped by so many factors, many of which sit beyond the classroom and outside our control? 

It turns out there is a lot we can do. 

Schools and settings have a significant role to play in nurturing belonging. When children and young people feel genuinely accepted, respected, included and supported by the people around them, they are better placed to learn, build positive relationships, develop confidence and maintain their wellbeing. They are also more likely to feel connected to and invested in the communities they are part of. 

And while we cannot remove every factor that might negatively affect a young person's sense of belonging, we can work consistently and intentionally to make the environments where children and young people live and learn feel safer and more inclusive. We can build stronger foundations from which they can navigate challenges and maintain that sense of connection. 

In many ways, this feels closely connected to our work on bullying. Creating environments where children and young people feel safe, respected and valued is fundamental to preventing bullying and responding effectively when it does happen. Belonging is not separate from this work; it is part of creating the conditions in which children and young people can thrive. 

Through our work on Belonging Matters, we have brought together a range of evidence-informed strategies and practical ideas for schools and settings. What has struck me most is that fostering belonging does not necessarily require huge investment or sweeping changes. Small, consistent and intentional changes can have a ripple effect across a whole school community. 

A year after completing our Belonging Matters pilot programme in London, we are excited to be taking the next reiteration of the programme nationwide as a whole-school programme. Alongside it, we are launching a series of webinars and a brand-new e-learning module, designed for anyone working with children and young people. 

This feels like the beginning of an important conversation. We know that belonging matters, but we also need to keep exploring what it looks like in practice - and how we can make it a reality for every child and young person. 

Because belonging isn't an optional extra. It is part of the foundation for children's wellbeing, relationships and learning. And, just like creating safer environments free from bullying, it is something we can all help to nurture. 

• Find out more about the Belonging Matters training programme - and enjoy a 20% back-to-school discount if you book before the end of September - at: https://anti-bullyingalliance.org.uk/aba-our-work/our-programmes/belonging-matters
• By Miry Mather, Programme Manager at the Anti-Bullying Alliance