We believe belonging is a human right and it is our responsibility to protect and nurture it.

At The Core Collaborative, we know a sense of belonging is foundational to human well-being. Whether in schools, workplaces, or communities, people thrive when they feel seen, valued, and accepted. This concept is particularly crucial in K-12 schools because students are actively developing their identities and social frameworks.

The Connection Between Belonging and Learning

Decades of research underscore the critical connection between belonging and student outcomes. When students feel included and valued, they are more likely to be engaged, motivated, and resilient. A lack of belonging, on the other hand, leads to feelings of alienation, anxiety, and disengagement from learning. As Floyd Cobb and John Krownapple explain in Belonging through a Culture of Dignity: The Keys to Successful Equity Implementation, students cannot reach their full potential when they do not feel they belong. Belonging, therefore, is not an abstract concept but a practical necessity for a thriving educational environment.

Studies have shown that when students experience a sense of belonging, they are more likely to take academic risks, collaborate with peers, and seek out support when needed. This is because belonging creates a psychological safety net, allowing students to step out of their comfort zones without fear of rejection or failure. A thriving learning community is one where students feel safe enough to explore, make mistakes, and grow.

Creating a Culture of Dignity

Schools, like other large organizations, are diverse spaces, with students coming from various backgrounds, cultures, and life experiences. Building a culture of dignity means recognizing and honoring these differences, ensuring that each student’s identity is respected. This is particularly important for students from marginalized communities, who may struggle to feel a sense of belonging in traditional school environments. When schools commit to a culture of dignity, they create spaces where all students, regardless of their background, can thrive.

Auburn is a prime example of what can happen when schools make belonging a priority. The main goal in Auburn School District has been to amplify a sense of belonging to close the gap between student voice and student agency so we can make the shift from listening to students’ thoughts to acting on them.

Belonging as a Key to Achievement

Belonging is not just about creating a positive school climate—it is directly linked to student achievement. “Belonging is not a nice-to-have, but a need-to-have.” (Cobb & Krownapple, 2019) When students, and educators for that matter, feel that they belong, their cognitive functioning improves, allowing them to better focus, process information, and solve problems. In contrast, feelings of exclusion trigger stress responses that can interfere with learning and memory. Schools that prioritize belonging are, in effect, laying the groundwork for academic success.

Social-emotional learning (SEL), is increasingly recognized as essential to student development and belonging at the heart of this development. SEL programs help students develop self-awareness, manage emotions, and build healthy relationships. These skills are crucial for creating a cohesive, respectful learning environment where students support one another. A sense of belonging reinforces these SEL principles, fostering empathy, collaboration, and conflict resolution.

Building a Thriving Learning Community

To cultivate a thriving learning community, schools must view belonging as a core value. This requires more than just inclusive policies; it demands a cultural shift. Teachers, administrators, and students must work together to create a space where everyone feels like they belong. In Auburn, students, staff, and others have made belonging a reality through practices such as:

  • Intentional Relationship-Building: Schools must prioritize strong, supportive relationships between students and teachers. Youth Equity Stewardship is built around the understanding that positive relationships create trust and open the door to meaningful learning.

From the launch of our partnership with Auburn, we brought people of all ages and backgrounds together and created opportunities for them to work together and get to know each other on ever deeper levels.

  • Student Voice and Agency: Students need to feel that their voices matter. By giving students opportunities to share their perspectives and make decisions, schools can create a more inclusive environment. Time spent talking and listening with teachers, school administrators, and community members in intergenerational advisories provides experience working toward solutions as an equal with all the benefits and responsibilities of being a decision-maker.

Young people in Auburn wanted to have the option of ethnic studies in their curriculum. They advocated for the opportunity, and after working with educators from across the district, now all four high schools offer a Multicultural Studies class.

The students didn’t didn’t stop there. After realizing that the classes were focused on the African American and Latin/Latin X experience, students worked alongside teachers to bring in stories that represent the culture of Pacific Islanders and other groups who attend their schools.

  • Culturally Responsive Teaching: Teachers who integrate students’ cultural backgrounds into their lessons show students that their identities are valued. This not only enhances academic engagement but also deepens students’ sense of belonging. Intergenerational partnerships develop the connections and trust necessary to learn and have open discussions about students’ backgrounds.

 

  • Equity-Centered Policies: Policies and practices should be designed with equity in mind, ensuring that all students—especially those from marginalized groups—are given the support they need to succeed.

At Mountain View High school, student perception was that Pacific Island and Native American students were receiving discipline referrals at higher rates and the data showed they were correct. A group of students is working directly with administrators to rethink and revise disciplinary policies so they are more equitable and serve their true purpose of enabling and enhancing learning. These policies will have an impact long after the students who are working to get them in place have graduated and the educators working with them have retired.

Belonging as a Core Belief

At its heart, belonging is about creating an engaging community in which learners of every age feel confident, valued, connected, and successful. We are grateful for the time and attention Auburn School District and so many others are paying to this essential component of school culture.