Belonging by Design

‘Inclusion is not bringing people into what already exists, it is making a new space, a better space for everyone.’ George Dei

For decades, the language of education has been dominated by the word inclusion. Schools across the world have sought to open their doors wider, adapting curriculum, teaching and resources so that every child, regardless of ability, background or need could access learning. Yet as powerful as inclusion is, it is not the destination. Belonging is.

Belonging is the deep, felt experience of being seen, valued and accepted as one’s authentic self. As Brené Brown reminds us, ‘True belonging doesn’t require you to change who you are, it requires you to be who you are.’ The move from inclusion to belonging requires more than policy statements or modified lesson plan, it requires embedding holistic wellbeing into the fabric of every classroom.

Why Belonging Matters

Research has repeatedly shown the impact of belonging on learning outcomes. A landmark study by Walton and Cohen (2011) demonstrated that students who felt a strong sense of belonging were more likely to engage academically, show resilience and achieve higher results. Neuroscience reinforces this finding. When the brain perceives threat or exclusion, the amygdala activates stress responses, limiting the capacity for higher order thinking (Immordino-Yang & Damasio, 2007). In contrast, environments of safety and connection activate the prefrontal cortex, supporting problem solving, creativity and empathy. The shift towards belonging is not simply about kindness or good intentions, it is an academic imperative.

Holistic Wellbeing as a Foundation

Holistic wellbeing provides the foundation upon which belonging rests. It encompasses emotional, physical, social and cognitive health. The World Health Organization defines wellbeing as a state in which an individual realises their abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to contribute to their community. For children, this means environments where every aspect of their development is nurtured.

In my own work as a SENDCO, I have seen how embedding wellbeing practices creates the soil in which belonging flourishes. At The Arbor School in Dubai, we intentionally weave positive psychology into our daily routines, strengths based coaching and mindful practices. When children see their unique strengths celebrated rather than their deficits magnified, they begin to believe that school is a place for them.

Belonging Across Contexts

Belonging cannot be compartmentalised to one classroom or one teacher. It must be a systemic commitment, a school culture deeply embedded. In Ghana, I have worked with the Africa Dyslexia Organisation, where advocacy is transforming how parents and schools view children with learning differences. Belonging in that context looks like mothers sharing stories within communities, teachers experimenting with interventions and children hearing for the first time that dyslexia is not a deficit but a difference.

In the United Arab Emirates, national visions for innovation and artificial intelligence are creating opportunities to frame neurodiversity as a driver of creativity and entrepreneurship. Belonging here means showing policymakers and school leaders that the autistic child who sees patterns differently is not a challenge to be managed but a resource to be cultivated. The contexts differ, but the principle is the same… when wellbeing is embedded, belonging follows.

Stories that Shape Belonging

Educational pedagogy offers clear pathways to foster belonging. The Waldorf curriculum places movement, rhythm and creativity at the heart of learning, recognising that human connection and embodiment are central to knowledge. Similarly, the Universal Design for Learning framework calls for flexibility in teaching methods, materials and assessments ensuring that every child has multiple ways to engage, represent and express their learning. In practice, this might mean inviting pupils to aid in constructing their learning environment, adopting strengths-based language to describe abilities or embedding cultural responsiveness in lessons so that children see their identities reflected in the curriculum.

Stories are powerful vehicles of belonging. My children’s book Jude the Giant was written with this in mind. Its illustrations intentionally reflect diversity in skin tones and abilities because I wanted children everywhere to find themselves in its pages. During storytelling sessions in Accra, I have seen children’s faces light up when they recognise themselves, not as a side character but as the main character. That moment of representation fosters belonging in a way no policy document ever could.

Educators have shared with me how they could use ‘Jude the Giant’ to spark discussions about kindness, identity and friendship, reminding me that belonging is built not through abstract ideals but through simple daily practices like reading a story, choosing inclusive imagery or celebrating a child’s accent rather than correcting it.

Towards a Culture of Belonging

To truly move from inclusion to belonging, schools must commit to cultural change. Leadership must model belonging, creating an environment in which diversity and wellbeing are openly celebrated. Professional development must invite teachers to reflect on their own biases and understand the neuroscience of belonging. Families and communities must be recognised as integral partners as belonging does not end at the school gate. As Parker Palmer wisely said, ‘We teach who we are.’ Belonging begins with us, our language, our openness, our willingness to see each child not as a problem to solve but as a gift to cherish.

Inclusion opened the door, but belonging invites every child to sit at the table, contribute to the conversation and shape the future. Embedding holistic wellbeing into every classroom is not a luxury but a necessity if we are to nurture resilient, empathetic and innovative generations. As Gabor Maté reminds us, ‘The essence of trauma is disconnection from the self and others.’ Education’s greatest task then, is to reverse this… to cultivate connection, dignity and joy. When every child knows not only that they are included but that they truly belong, we will have reimagined education into the humanising force it was always meant to be!

Michelle Sakande

SENDCo - The Arbor School