DEEPTI BEDI, PRIMARY EDUCATOR, PATHWAYS SCHOOL NOIDA, INDIA
Why this matters
Across schools globally, teachers are increasingly encountering challenges related to student anxiety, behavioural dysregulation and inconsistent attendance. While these are often addressed as isolated issues, emerging research suggests that they are deeply interconnected and rooted in students’ sense of safety, belonging and wellbeing.
Research in educational neuroscience shows that when students experience chronic stress, their ability to focus, regulate emotions and engage in learning is significantly reduced (Whiting et al., 2021). This has important implications for classroom practice, as it suggests that academic success cannot be separated from emotional and relational conditions within the school environment.
This article presents a case study of a whole-school approach to belonging and wellbeing implemented across primary and middle school, involving students aged eight to 14 years.
Context and approach
The case study was conducted in a school aligned with the International Baccalaureate (IB) philosophy, which emphasises holistic development and student agency. The approach spanned both primary and middle years, allowing for continuity in fostering student voice, identity and wellbeing across age groups.
The work was further guided by principles of diversity, equity, inclusion and justice (DEIJ), ensuring that all students – across different developmental stages – felt represented, valued and supported within the school community. Within this article, belonging is understood as students’ experience of being accepted, valued, respected and included within the school community. Research demonstrates that a strong sense of belonging contributes to improved engagement, wellbeing, attendance and academic achievement (Allen et al., 2021; OECD, 2021).
A mixed-methods approach was used, combining analysis of attendance data, behaviour referrals and academic outcomes with student wellbeing surveys, focus groups and staff reflections.
Rather than implementing isolated interventions, the school adopted a whole-system approach informed by contemporary research on belonging, emotional safety and student wellbeing, recognising that these interconnected elements form the foundation for student engagement, attendance, behaviour and academic success. The approach focused on:
- building strong teacher–student relationships, recognising that positive relationships promote engagement, motivation,= and academic achievement (Pianta et al., 2012)
- creating predictable and emotionally safe classroom environments, where consistent routines and clear expectations reduce uncertainty and support self-regulation (Lemov, 2021)
- embedding wellbeing into everyday teaching practices, acknowledging that wellbeing is foundational to effective learning rather than an additional programme (OECD, 2021)
- supporting students experiencing anxiety-related absence through proactive emotional support and graduated reintegration strategies (Alem et al., 2021).
Ethical considerations, including student confidentiality and informed consent, were maintained throughout.
What changed
School monitoring over one academic year indicated positive trends across several indicators of student engagement, wellbeing and learning. Table 1 provides figures drawn from routine school monitoring and leadership review meetings to illustrate the overall direction of change following implementation of the intervention.
Table 1: A visual summary of school-reported outcomes
| Indicator | Improvement |
| Attendance | +6% (88% → 94%) |
| Behaviour referrals | −38% |
| Classroom participation | +18% |
| Academic outcomes | +12% |
| Anxiety-related absence | −30% |
Understanding the change
Within this article, belonging is understood as students’ experience of being accepted, valued, respected and included within the school community. Research demonstrates that a strong sense of belonging contributes to improved engagement, wellbeing, attendance and academic achievement (Allen et al., 2021; OECD, 2021).
Belonging drives engagement
A strong sense of belonging improves student engagement by creating an environment in which students feel accepted, valued and psychologically safe to participate in learning. When learners experience positive relationships with teachers and peers, they are more likely to attend school regularly, actively contribute to classroom discussions, take academic risks and persevere when faced with challenges. These behaviours, in turn, contribute to improved academic achievement, emotional wellbeing and positive classroom interactions (Allen et al., 2021; OECD, 2021).
Behaviour as communication
The whole-school approach was translated into practice through a range of intentional strategies. Teachers greeted students individually each morning, conducted regular emotional check-ins, co-created classroom agreements and embedded wellbeing discussions into everyday learning experiences. Student voice was strengthened through class meetings, learner surveys and student-led conferences, enabling students to contribute to decisions about their learning and school environment. For learners requiring additional support, individual mentoring, family meetings and gradual reintegration plans were implemented to promote attendance, engagement and emotional wellbeing. These practical strategies helped to create consistent, relationship-centred learning environments where students felt safe, valued and supported.
Addressing anxiety and attendance
Anxiety-related absence is an increasing concern in schools. Providing emotional support, predictable routines and safe spaces can significantly improve attendance (Alem et al., 2021).
What this means for classroom teachers
This case study highlights that small, consistent changes in classroom practice can lead to meaningful outcomes.
Practical strategies
Creating a culture of belonging and wellbeing requires a coordinated whole-school approach that extends beyond the classroom teacher. Ancillary teams, including the special educational needs and disabilities (SEND) or inclusion team, pastoral staff, school counsellors and school leaders, play a critical role in identifying student needs, coordinating interventions and ensuring consistent support across the school. For example, pastoral teams may monitor attendance and student wellbeing, while SEND and inclusion specialists collaborate with teachers to design appropriate accommodations and targeted interventions for learners requiring additional support. School leaders establish policies, allocate resources and promote a shared vision that embeds belonging and wellbeing into everyday practice. Partnerships with families further strengthen these efforts by ensuring consistent communication and collaborative support for students across home and school environments. Together, these interconnected roles create a systemic culture in which every member of the school community contributes to students’ wellbeing, engagement and academic success.
In practice
- Start the day with a simple emotional check-in (e.g. mood scale or circle time)
- Co-create class agreements with students to build ownership
- Use restorative questions, such as ‘What happened?’, ‘Who was affected?’ and ‘How can we repair this?’
- Provide flexible entry routines for students experiencing anxiety
- Embed student choice within inquiry-based learning tasks.
Leadership and whole-school alignment
Alignment is essential because it ensures that all members of the school community work towards a shared vision of belonging, wellbeing and student success. When teachers, school leaders, pastoral staff, inclusion teams and families adopt consistent expectations, language and practices, students experience predictable and coordinated support across all aspects of school life. This consistency strengthens relationships, promotes trust and enables timely identification and response to students’ academic, social and emotional needs. Conversely, a lack of alignment can result in inconsistent practices, fragmented support, mixed messages for students and families, and missed opportunities for early intervention. Such inconsistencies may contribute to student disengagement, behavioural challenges, reduced attendance and diminished wellbeing, ultimately limiting the effectiveness of school-wide initiatives. Therefore, aligning policies, practices and collaborative efforts is fundamental to creating a sustainable culture of belonging and wellbeing across the entire school community.
Critical reflection and future considerations
A whole-school commitment to belonging and wellbeing was translated into practice through a range of intentional strategies. For example, teachers greeted students individually each morning, conducted regular emotional check-ins and co-created classroom agreements to establish predictable and emotionally safe learning environments. Student voice was strengthened through weekly class meetings, learner surveys and student-led conferences, enabling students to contribute to decisions about classroom routines and school initiatives. Learners requiring additional support were identified through collaborative discussions involving teachers, pastoral staff and inclusion teams, leading to personalised interventions such as mentoring, family meetings and gradual reintegration plans. These coordinated practices fostered stronger relationships, increased students’ sense of belonging and promoted greater engagement in learning. Research consistently demonstrates that positive teacher–student relationships, meaningful student participation and coordinated whole-school support contribute to improved wellbeing, engagement and academic outcomes (Pianta et al., 2012; Allen et al., 2021; Ainscow, 2020; OECD, 2021).
Conclusion
This study reinforces the idea that behaviour, attendance and academic success are not separate outcomes but interconnected indicators of school culture. By intentionally fostering belonging, emotional safety and inclusive practices, schools can create environments where students are able to thrive both academically and socially. A culture of belonging is not an additional initiative – it is the foundation upon which effective learning is built.
