School belonging is a condition for learning and equity - 1 in 3 students don't have it
Monash University
A review commissioned by the International Baccalaureate (IB) and led by Monash University draws together international evidence that positions school belonging as central to student wellbeing, academic engagement and educational equity.
School belonging is a student’s experienced sense of legitimate membership in the school community, grounded in feeling valued, safe and recognised, and sustained through meaningful participation in learning and social life.
Fostering a genuine sense of belonging in classrooms requires moving beyond isolated activities and focusing on meaningful relationships. The international report, titled The Science of Belonging, synthesises international peer-reviewed studies, meta-analyses and systematic reviews across psychology and education.
The report examines how stronger belonging can promote wellbeing and flourishing, while students’ wellbeing and flourishing can also shape how belonging is experienced and sustained over time.
In practice, this means schools support flourishing not only by “building belonging,” but also by reducing threats to wellbeing that make belonging difficult to access (e.g., fear, distress, exclusion, chronic stress).
Lead author and belonging expert, Professor Kelly-Ann Allen from Monash University’s Faculty of Education said ensuring that all students feel that they are valued members of their school community is both an urgent responsibility and a promising opportunity.
“We have an opportunity to drive positive change in education systems worldwide, from daily classroom interactions to high-level policy and practice. Previously, belonging was treated as a secondary thought but from our literature review we know that belonging is built through cumulative experiences, such as predictable relational care from adults, respectful peer cultures, fair and protective responses to harm, and meaningful opportunities for students to contribute and be recognised,” Professor Allen said.
In practice, schools can strengthen belonging by deliberately improving the daily conditions that shape opportunities to participate, perceptions of safety and recognition, competencies for relationships and learning, and motivation to engage and seek connection.
“The evidence we reviewed shows that when students feel valued and recognised as members of their school community, like they belong, their capacity to learn and to manage stress improves. Schools need to move past simply counting how many students feel lonely and start actively designing environments that build their belonging,” Professor Allen said.
Woodleigh School in Langwarrin South, is known as being pioneers in holistic education, offering a unique balance of comprehensive and dynamic learning within an inclusive community.
Students from years 7 to 9, take part in the Homestead Program which embeds a vertical culture that encourages connection across the school's year levels, building belonging and community across campus.
Director of Community Relations at Woodleigh School, Adam Liddiard said intentionally embedding belonging into daily school culture transforms how students engage with their education.
“Belonging isn't an afterthought for us, it is the foundation of our entire approach to education.Through our Homestead structure, we create smaller 'home away from home' communities where every single student is known, valued and supported by peers and staff alike.
“When young people feel safe, respected and comfortable to be their authentic selves, learning naturally follows. Belonging is a core human need, and when schools prioritise connection first, students develop the resilience and confidence they need to thrive well beyond the classroom,” Mr Liddiard said.
Woodleigh School Principal David Baker said fostering genuine connection helps students develop a stronger sense of self-worth and identity during their most formative years.
“Where traditional schooling often focuses purely on an end number or ATAR, our goal is to nurture well-rounded, compassionate people who feel a true sense of place in the world. From our early learning programs through to our senior years, we focus on building daily, inclusive routines where diversity is celebrated and respect for others is lived out every day.
“Belonging is at the heart of our school community. When students know they genuinely belong, they feel empowered to explore big ideas, take intellectual risks and contribute meaningfully to the world around them,” Mr Baker said.
This review brings together current evidence to better understand school belonging and its importance in K–12 education.
“Ultimately, the goal is to build a stronger evidence base that can guide both everyday school practices and future policy directions,” Associate Professor Allen said.
Dr. Magdalena Balica, Lead of Wellbeing Research at the IB, said the comprehensive review provides schools with an evidence-informed framework for understanding and supporting school belonging.
“For the IB, this study provided an opportunity to look more deeply at the evidence behind school belonging: what it means, how it develops across ages and stages, and how schools can intentionally support it,” Dr. Balica said.
“By bringing together extensive research, the report offers schools a practical, evidence-informed framework for strengthening belonging in ways that are ethical, inclusive and responsive to local contexts. It also gives us a stronger evidence base to support IB schools around the world in fostering learning environments where all students can thrive.”
Key recommendations:
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Make belonging a key goal of education and a priority for equity across the education system
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Create everyday opportunities for students to build relationships and participate in school life
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Make equity a central part of belonging policies, not an add-on
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Use approaches that work at multiple levels and improve them over time, rather than rapidly rolling out interventions
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Improve how belonging is measured by using reliable tools, involving students and communities, and collecting feedback regularly
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Adopt a system-level key performance indicator
The report aims to provide schools and policymakers with clear insights into what belonging means, what helps or hinders it, and how it can be supported through practical strategies and fair measurement.
To read the report visit: https://ibo.org/globalassets/new-structure/news/pdfs/science-of-school-belonging-final-report.pdf
ASSETS AVAILABLE
To access a Google Drive with open access and free to use media assets including: Photos, voice clips, video clips - see here.
SPOKESPEOPLE
Professor Kell-Ann Allen, School of Educational Psychology and Inclusion, Faculty of Education, Monash University
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ABOUT THE IB
Founded in 1968, the International Baccalaureate (IB) pioneered a movement of international education and now offers four high quality educational programmes for students aged 3-19. The IB gives students a distinct advantage by providing strong foundations, critical thinking skills, and proficiency for solving complex problems while encouraging multiculturalism, curiosity, and a healthy appetite for learning and excellence. In a world where asking the right questions is as important as discovering answers, the IB champions critical thinking and flexibility by expanding interdisciplinary, cultural, and geographic boundaries. Supported by world-class educators and coordinators, the IB currently engages with more than two million students in over 6,200 schools across more than 160 countries. To find out more, please visit www.ibo.org/.