What do you think your students would say if you asked them whether they feel they belong? Kat Cauchi explores this question.
Take a moment to think about the school you attended when you were a child or a young person and ask yourself these questions:
- Did I feel represented or recognised in my school and its curriculum?
- Did I ever feel excluded?
- Did I feel my needs were met?
- Did I feel comfortable being myself in school?
- Did I feel included and that my thoughts and feelings were valued?
- Did I feel happy in school?
- Did I feel safe in school?
At one time, these things were not really regarded as important in schools. Fortunately, today, things are different. Whether your answers were positive or negative, they can prompt you to help your students by putting yourself in ‘their shoes’ as such, to understand their position a little more by reflecting on your own experiences at school.
Belonging is hugely important in school – students who feel they belong thrive mentally, socially and academically. Now, picture the students you work with and ask yourself what you think their answers would be to the same questions? As a passionate educator, I am sure you would hope that they feel a sense of belonging in your setting, but the sad truth is that many students don’t feel safe, happy and included in school (and it’s not just the students who feel this way).
Data reveals the reality
A recent Global Equality Collective report shared data from 26,000 students and staff in over 350 schools on their experiences of inclusion and belonging. The results were eye-opening. Here are some of the key statistics:
- 64% of students don’t feel safe in school, with those from single-parent households being particularly affected.
- 56% of SEND students feel their learning needs aren’t fully understood by their teachers.
- 62% of staff feel excluded due to their parenting or pregnancy status.
- 33% of black students feel their identity isn’t recognised in the curriculum.
- 1/3 of students with invisible disabilities say their needs aren’t met.
- 46% of staff feel represented in leadership.
- 65% of staff members are comfortable reporting issues to SLT without fear of retaliation.
- 24% of non-binary students strongly agree that they are happy in school.
- Students living with carers report the lowest levels of wellbeing. 1
Even looking at headline data for groups with the highest levels of contentment, these percentages aren’t that high. For example, the highest level of contentment amongst all groups was 49% of Muslim students strongly agreeing to being happy.
Some other statistics include:
- 63% of Asian British students and 62% of white students agree or strongly agree to feeling safe.
- 45% of students living with parents and guardians strongly agree that are happy. 1
What do we do about it?
Gather information
Sure, I have shared some statistics here, but what does the data look like in your school? One way to capture as much information as possible would be through anonymous surveys. Whilst this can make it difficult to understand which specific individuals in your school need support and how to follow up with them, it can be an excellent way of gaining very honest insights.
Include staff, students and parents in these surveys. Ensure the language is easily understood and child friendly – and make sure the surveys are accessible, so no one is left out. There are organisations that can provide you with pre-made ones, but you can also create your own that focus on your school’s specific context (or you can get support to customise pre-made ones in this way).
Open conversations
We need to have open conversations with staff and students about how they feel in school. Some of these might be awkward but we need to push past that for the betterment of our school communities. We should also be having these conversations with parents, carers and guardians – do they feel like valued members of the school community? Do they feel included too?
We also need to ask about the whys. If a student is telling us they don’t feel that happy in school or not included, why is that? Maybe they don’t see their identity represented in the curriculum and books. Maybe there is a staff member in your school who doesn’t attend social events because they are struggling to make ends meet, let alone go out for dinner. Maybe a parent who finds it very hard to engage with school activities had a really difficult time at school themselves. Unless we open these conversations, we simply won’t know.
Safe spaces
Open conversations can only happen if students, staff or parents feel safe having them. This is where relationship building is important, as is making the time and making it clear you are present in the moment and ready to listen. Sometimes with students, these conversations might happen during circle time for example – but there also needs to be a space for a 1:1 private chat for more personal discussions. Staff, students and parents need to feel they won’t be judged and that their views matter.
Follow through
It doesn’t stop at talking about it; that’s only one piece of the puzzle. If conversations aren’t acted on, then what’s the point? If they are coming to you with concerns, feeling unhappy or that they don’t belong, it will only get worse if nothing is done about it. It’s a double betrayal if you don’t seem to care how they feel or are treated after they’ve confided all.
Sometimes, the next steps might be long term – they might be difficult or take time and that’s OK.
Clear communication is key for someone to know you have taken what they said seriously, and you are going to help, and this is how. It can be difficult to know where to start and that’s where you can turn to organisations and educational resources to help you identify next steps and prioritise actions. They can advise on things like staff training, policies etc. too.
Support
Here are a few helpful resources for building inclusive school communities where everyone can thrive.
References
- Global Equality Collective (2025) ’26,000 Voices: Free Headline Report’ Available at: https://www.thegec.education/blog/26000-voices-what-students-and-staff-really-think-about-inclusion (Accessed: 24 June 2025)
