The Belonging Collective

A framework for securing belonging in your school or classroom.

A rising tide does not lift all boats. Some boats are full of holes, some have rotten timbers and others are rudderless, adrift in stormy seas. In order for the tide to be able to lift each boat and keep it afloat, the sailor must first attend to the dysfunctions of the boat. Patch it, repair it and maintain it in order to ensure it is ready to sail. The same is true in schools. A good curriculum , good teaching and expert pedagogy is not enough for all children. Each child comes with their own unique set of circumstances. Home life, peer interactions, mental health and journey to school are all factors that can have a significant impact on a child’s readiness to learn. If you have children of your own, you will know that they each need a different input from you. Some need more attention, some need less. Some need firm boundaries, other need encouraging to be more independent. What we all need however no matter how strongly and self confidently we might project, is a secure sense of belonging. It appears high on Maslow’s hierarchy because it is an essential need for each and every one of us and must be attended to before we can be deemed ‘ready to learn.’ When it is not attended to in a healthy environment, such as school, it is found elsewhere. See my earlier blog ‘The Dark Side of Belonging.’

In order to ensure that you are providing your children with a strong and secure base, I have devised’ The Seven C’s of Belonging.‘ Firmly rooted in evidence based research, by attending to these seven C’s in school, you will ensure that each of your children is ready for instruction by first meeting their basic and fundamental need to belong.

Relationships are the foundations on which belonging is built. Not weak acquiescent relationships, but firm, fair and empathic interactions which forge trust. Strong relationships allow open and honest feedback and dialogue. They give value and meaning to instruction. I will only value what you say, if I value you and I know you value me. Teachers can build these relationships through genuine interest in the students that they teach. Finding time in the busy waking week to ask questions and find out more about the students in your classroom will pay dividends in the development of meaningful relationships. Ultimately, this time will be found through the time saved in behaviour management. Never underestimate the impact of remembering an important event, the name of a pet or a significant anniversary. Every gesture and conversation, no matter how brief forges your relationship with each individual. You choose whether that relationship is positive or negative.

One of the key areas listed by students as significant in their connection with their school is the opportunity to co-produce organisational policy. Seth Godin’s book ‘The Song of Significance‘ explains how, in order to fully commit to any organisation an individual needs to feel heard. They need to feel significant. Most schools have school council’s, or similar, but how much significant work do they actually do? Where can see their influence on the lived student experience? Behaviour management systems, uniform and equality are all areas where students are able to add significant value through their insight, but how much do we really listen? Set up meaningful systems for student and community feedback and clearly demonstrate how it impacts on policy making and system change. Reflect thoughtfully on all feedback, no matter how difficult. Every voice deserves to be heard, so listen hard when any child speaks.

More and more we are seeing students that have experienced significant trauma coming in to our schools. Our schools should be a place of psychological safety. Places in which we can make mistakes, mess up and jump to the wrong conclusion, but know that we will be forgiven and allowed to put things right. Seeking to understand and empathise when things go wrong takes time. It is much easier and quicker to apply standardised sanctions. It requires no understanding on behalf of the teacher, but this is where resentment is harboured and distrust grows. If relationships are built on trust we must earn that trust through our investment of time and compassion in every student. Learning happens when we get things wrong, when we take risks, when we move outside our comfort zone. That only happens when we feel it is psychologically safe to do so.

Similar, but different to. Co-production, contribution is about ensuring that every member of the school community knows the value they bring and sees it celebrated. It is the ‘what would be different if I wasn’t here‘ factor. Why we would notice if you were absent. We all have skills, we all have talents , our job as educators is to seek them at in every child and allow them to flourish. The school community should be a place in which every student is able to experiment and experience in a safe environment to find that special spark. In his book ‘The Element‘ Ken Robinson talks of the powerful force that is ignited when an individual is able to find their passion. The Element is where we each contribute most. It is the crucible in which our talents are honed and our expertise is nurtured.

In his brilliant blog ‘The Mattering Model’ Mohamad Abdullah explores this element of belonging and having agency. I believe however that mattering is a fundamental part of belonging, not vice versa. I believe you can matter but not belong, but you can’t belong and not matter. I once worked in a factory where my turning up mattered, but I never felt that I belonged.

Recently we have seen a significant rise in students demonstrating special educational needs in our schools, and this means that a one size fits all education can no longer meets the needs of all our students. A considered approach to education means looking at what makes each of our students unique and providing them with the tools, strategies and support that they need in order to be able to access the curriculum. From reading rulers to full CAMHS support , every child should be able to receive the appropriate provision, at the appropriate time, in order that they can contribute and participate fully in school life. The waves of support in this C of provision (see what I did there) demonstrate the value of every student.

One of the surprises in my recent research in schools, was that a large number of students felt that creative subjects were where they often felt the greatest sense of belonging. In these subjects we ask students to explore their own interpretation or unique-approach. We value their individuality. Creativity is the outward expression of our innermost thoughts, feelings and perspective, it is our unique insight. Creativity is not however the sole preserve of the arts. The power of creativity can be harnessed through all subjects to allow students to take unique approaches in problem solving and expression. Valuing creativity values the individual.

Whatever your policy , approach or strategy, what is of paramount importance is the consistency with which it is applied by every adult in school. That is not to say that individual adaptations to school policy cannot be applied in the right circumstances, but this should be done so consistently. I interviewed a student who told me that she had been sent to ‘reflection’ for sitting on a desk. Her form tutor said it was ok for her to sit on a desk as she had an issue that made it uncomfortable for her to sit on a chair. On this day however, she had a cover teacher that told her that she couldn’t. She must sit on a chair like the rest of the class. She became defiant and was sent to ‘reflection’. In this case, it was clearly not the student who was at fault, but the inconsistent application of the rules. There is nothing wrong with adaptation, but it should be agreed and then consistently applied. Rules and boundaries are important, they make us feel safe. but their consistent application is that which creates that safety. Ensure that all adults in school are aware of what is policy, what is guideline and what is open to adaptation. Where possible do this through co-construction.

You can’t Rosenshine your way out of poor pastoral practice. Model, guided practice, check, rehearse is only effective for those that are ready to learn. Not by having the correct socks or contents in their pencil case, but by feeling psychologically safe in an environment in which they make a worthwhile contribution. Following ‘The Seven C’s of Belonging.’ will help you to ensure that your organisation creates the right conditions for the children in your care to flourish and for every child to belong. Belonging is real, it can be measured and it is one of the strongest correlates to academic performance. Don’t be ignorant of its significance, harness its potential.

Belonging is not something else for you to do, Belonging is everything you do.