Belonging Through Language: Building Inclusive Schools

One moment that has stayed with me throughout my work with multilingual children happened at Kensington Primary School. A new family had just arrived, originally from South India, and they spoke three languages. During our introduction, the parents reassured me that, on the advice of their previous school, they would only speak English at home. Their little boy, just six years old, sat colouring quietly beside us but kept shouting out random English words—almost as if he needed to prove that he belonged. Both parents were highly educated, working in the tech industry, and were fluent Malayalam speakers. Yet here they were, feeling the need to set aside their rich linguistic heritage because they thought it would benefit their child.

That moment crystallised something for me: belonging is not only about being present in a classroom, but also about being able to bring your full self into it. When families feel pressure to leave behind their languages, children lose part of who they are. And when schools don’t create space for pupils’ linguistic and cultural knowledge, we risk seeing only a fraction of the child in front of us.

As we step into a new academic year, belonging must sit at the heart of what we do. Our schools are increasingly diverse, reflecting a rich tapestry of languages, cultures, and experiences. This diversity is one of our greatest strengths—but it also calls us to be intentional. To unlock the full potential of every child, we must ensure classrooms are linguistically inclusive and that pupils feel their identities are recognised as valuable resources for learning.

A recent 2025 publication from UNESCO is a must-read for anyone working with multilingual children. It reminds us that “multilingual education is not just about language; it is about creating inclusive, equitable learning environments where linguistic and other forms of diversity are celebrated… Achieving this vision requires a radical transformation of education, from policy development to classroom practice.” These words speak directly about the task before us: belonging is not an optional extra, it is a matter of equity and excellence.

In the first weeks of term, relationships matter most. Before academic progress can flourish, pupils need to feel that they belong. This means giving them time and space to bring their languages, cultures, and life experiences into the classroom.

Consider This?

●    When a new pupil arrives in your class, do they see or hear their language represented anywhere in the first week?

●    What message do your school communications send to families about the value of their home language?

●    Are classroom discussions and curriculum materials reflecting the lived experiences and cultures of the children in your care?                                                                       

For a pupil who is adjusting—making friends, catching up with learning, and acquiring a new language—seeing their background reflected in school sends a powerful message: your identity is seen and valued here. This sense of recognition does more than welcome them; it lays the foundation for confidence, motivation, and belonging.

Practical ways this can look in the classroom:

●    A maths word problem that uses familiar contexts (e.g. buying dates during Ramadan or sharing food at Eid) rather than abstract items.

●    A class library that includes dual-language picture books or stories set in different parts of the world, reflecting pupils’ home cultures.

●    A display board where children contribute greetings, proverbs, or phrases in their home languages alongside English.

These small but intentional acts send a big message: you belong here, and what you bring with you matters.

For those working in International Baccalaureate schools, this vision aligns closely with the new IB Language Tenets:

●    Language variation, like multilingualism, is a right and a resource.

●    Individuals’ linguistic repertoires are inextricably linked to their identities.

●    Language development thrives in environments that, by design, embrace it.

These principles echo what UNESCO has highlighted and what we see daily in classrooms: linguistic inclusivity is not only about improving outcomes, but also about shaping environments where children thrive as whole individuals.

When children feel that they belong, they engage more deeply, take greater risks in learning, and persist when faced with challenges. Belonging becomes the bridge between identity and achievement. In schools that embrace this, pupils do more than learn—they flourish.

Actions for Schools: Placing Belonging at the Centre

●    Map your school’s linguistic landscape: gather data on home languages and celebrate this diversity through everyday teaching, displays, assemblies, and resources.

●    Integrate cultural contexts into learning: adapt word problems, stories, and classroom examples so pupils see their own worlds reflected in the curriculum.

●    Partner with families: create opportunities for parents to share languages and traditions, and provide translated communication where possible.

●    Value home languages as a strength: encourage children to use their first language as a tool for learning, through bilingual texts, glossaries, or peer support.

●    Train staff in inclusive strategies: provide professional development on how language, identity, and belonging intersect in learning.

As we begin this new academic year in the GCC region, let us commit to placing belonging at the heart of our work. By valuing linguistic diversity, nurturing relationships, and seeing each pupil in their entirety, we create schools that are not just centres of learning, but communities of growth, connection, and hope.

By Soofia Amin — Specialist Lead in Education for Multilingualism