Belonging in Education Research Network publishes new statement on the importance of ‘belonging’ in education

Bringing together current research and practice evidence, the statement argues that children and young people who feel they belong at school experience better academic, social and mental health outcomes, with benefits extending into adulthood.

The Network warns that children facing disadvantage including pupils with SEND, children living in poverty, children with experience of social care, and some ethnic minority groups are more likely to experience absence and exclusion from school and less likely to feel that they belong.

Senior Research Fellow Teresa Williams said: “The increasing focus on ‘Belonging’ in education policy and practice documents, including proposals for SEND reform is welcome.

“But we need to ensure practical implementation is supported by the best available evidence.

“This statement from the Belonging in Education Research Network provides a summary of the most recent evidence from research and practice, and highlights the importance of relational approaches focused on trust, inclusion and supportive relationships.”

The statement calls for schools and policymakers to adopt whole-school approaches that combine high expectations with strong relational practice, supportive environments and inclusive cultures.

Drawing on international and UK-based evidence, the statement highlights strong links between a sense of belonging at school and improved attendance, attainment, wellbeing and engagement.

It also argues that relational and inclusive whole-school approaches increase children and young people’s sense of belonging in education in contrast to punitive or highly behaviourist models that rely heavily on compliance and sanctions.

Members are also developing a shared Practice Framework for Belonging in Education to support schools in embedding evidence-informed relational approaches.

The statement also identifies important gaps in current evidence and calls for further research into how belonging can be measured, how relational approaches can be implemented effectively across different settings, and how schools can better support groups of children who are least likely to feel they belong.

Professorial and practitioner members of the Network say the publication reflects growing recognition that belonging is not an “add-on” to education, but a foundational condition for learning, wellbeing and inclusion.

The full statement is intended to inform future policy development, school improvement work and ongoing collaboration between researchers, educators and sector organisations committed to improving outcomes for children and young people.

The Network was established through a partnership by the Rees Centre within the University of Oxford’s Department of Education, Association of School and College Leaders, Local Government Association, National Association of Head Teachers and Anewarc Ltd alongside practitioners and researchers working across education, social care and youth justice.

Visit the project website or read the full statement here.