Leading for belonging: How school leadership shapes attendance, behaviour and inclusion

CHARLOTTE MARIE SPEECHLY, INDEPENDENT AUTHOR School leaders face sustained pressure to improve attendance, reduce exclusions and ensure that every pupil feels that they belong. In England, persistent absence increased significantly following the pandemic, while concerns about behaviour and pupil wellbeing continue to shape inspection and policy agendas (DfE, 2026). At the same time, inclusion has broadened beyond SEND (special educational needs and disabilities) to encompass disadvantage, identity, mental health and cultural belonging. A growing body of research suggests that attendance, behaviour and inclusion are interconnected outcomes shaped by pupils’ experiences of school. Central to this is the concept of belonging. School belonging refers to the extent to which pupils feel accepted, respected, included and supported within their school community (Goodenow, 1993). It develops through daily interactions, relationships, curriculum experiences and whether pupils perceive that