New research shows school belonging is key to attendance, achievement and wellbeing
A strong sense of belonging should be viewed as a foundation for school improvement rather than an additional initiative, according to new research commissioned by the Department for Education (DfE). The study, School Belonging Case Studies Research, examined practice across 16 primary and secondary schools in England that had demonstrated a clear commitment to fostering belonging while maintaining strong attendance and attainment outcomes. Researchers found that belonging, attendance and achievement are closely connected and often reinforce one another.
The report suggests that pupils who feel accepted, valued and included are more likely to attend school regularly, engage in learning and develop the confidence needed to achieve their potential. Schools involved in the research described belonging not as a standalone programme but as something woven through every aspect of school life.
Researchers identified five core elements that underpin a sense of belonging:
- safety and security
- inclusion
- collective identity
- individual recognition
- positive relationships
Across participating schools, staff, leaders and pupils consistently highlighted these factors as critical to creating environments where young people can thrive. One of the strongest findings was the importance of relationships. Schools invested heavily in connections between staff and pupils, among pupils themselves, and with families. Pupils reported that trusted relationships with teachers and peers helped them feel safe enough to ask for help, overcome challenges and participate more fully in learning. The study highlights the important role of staff wellbeing in creating a culture of belonging. Participating schools consistently reported that staff who feel valued and supported are better placed to build strong relationships with pupils. As a result, many schools viewed staff belonging as a necessary condition for pupil belonging.
The research also found that successful schools create meaningful opportunities for pupil voice and agency. Student councils, ambassador programmes, peer mentoring initiatives and opportunities to influence school decisions helped pupils feel that their views mattered. Crucially, schools reported that belonging grew when young people could see tangible outcomes from their feedback.
Inclusion was another recurring theme. Schools that prioritised belonging worked to ensure pupils could see themselves reflected in school life, whether through curriculum content, cultural celebrations, inclusive policies or targeted support. Researchers noted that celebrating diversity and actively challenging discrimination helped strengthen feelings of safety, acceptance and connection.
While the report acknowledges pressures linked to accountability, staffing and budgets, it concludes that fostering belonging does not require major new programmes or significant financial investment. Instead, successful schools focused on consistent values, positive relationships, strong leadership and everyday practices that help pupils feel known and included.
The findings are expected to inform future DfE guidance on pupil engagement and a ‘belonging framework’ is due to be published ready for settings to implement by September 2027.
