We’re thrilled to launch our new Belonging Matters Impact Report, capturing the achievements of the Belonging Matters pilot programme and the powerful impact seen across ten London schools in just one year.
When I first joined the programme in May 2024, I felt both excited and a little apprehensive. How do you measure something as deeply personal as belonging? And more importantly, how do you strengthen it - specially for disabled pupils and those with special educational needs? In a world that often feels increasingly divided, helping school communities become places where every child feels safe, seen, heard and included felt more vital than ever.
The Belonging Matters programme was designed to run over 18 months and brought together two NCB teams, the Anti-Bullying Alliance and the Council for Disabled Children, combining our experience and expertise to develop a shared definition of belonging and a practical framework for schools to build on.
We recruited ten schools across London, ensuring a rich mix of settings and contexts. In the early stages, we visited each school to understand their unique cultures and needs. Every school then surveyed their community (pupils, parents, carers, and staff), and senior leaders used our new Belonging Audit Tool to assess their current practice.
Alongside this, we provided bespoke training for all staff, developed tailored action plans, and supported newly appointed Belonging Champions through regular reflection sessions. Each school’s journey was unique, but all shared one common goal: to strengthen the sense of connection and belonging across their community.
After a year of implementation, we repeated the surveys and audits, with the results analysed by Goldsmiths, University of London. While we knew real change takes time, we were hopeful we’d see early signs of progress - and the results surpassed expectations.
In just one academic year, schools reported:
- Increased pupil confidence and reduced loneliness
- Improved behaviour and attendance
- Stronger pride and connection among pupils, staff, and families
These findings show that even small, cost-effective changes can have a ripple effect across an entire school.
You can read the full report here.
Belonging might feel personal and intangible, but this programme has shown that when schools approach it as a shared commitment - listening to pupils, involving staff, and embedding inclusion consistently - the results are powerful and lasting.
Belonging isn’t an optional extra. It’s the foundation for every child’s wellbeing and learning, and it’s something we can all help to nurture.
