Belonging and wellbeing: Selected reading

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.

This is a collection of research articles, case studies, webinars and other relevant resources to develop your understanding of fostering a greater sense of belonging and wellbeing in your setting. We have ensured that these are open access or available to members of The Chartered College of Teaching. 

The resources collated here are not designed to provide a recipe for what you should do. Some of the articles will also present opposing viewpoints, and ones which may contradict your own viewpoint or experience. They aim to provoke thought, debate and discussion. We encourage you to read and appraise the literature to make informed decisions based on your local context, professional experience and other available research evidence. 

Resources from the Chartered College of Teaching

N.B. Please note that non-members can only access three articles per month. Join today to get full access to all resources provided on our platform.

This article argues that diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences work too often becomes tokenistic when treated as a bolt‑on rather than embedded across everyday teaching, creating risks of both hyper‑visibility and invisibility for minoritised pupils. It urges schools to ‘usualise’ representation, build staff confidence through sustained CPD, and centre student voice without placing the burden of representation on those students: Beyond the tick-box: Diversity in the curriculum : My College 

ImpactEd’s research across 200+ schools finds that a sense of belonging and school engagement are strong, context‑specific drivers of attendance, especially for disadvantaged pupils and those with SEND. The study recommends focusing on teacher–student relationships, wellbeing, tailored support for Key Stage 4 pressures, and clearer, fairer reward systems to improve attendance: The drivers behind attendance: What we are learning about the importance of belonging, engagement, sanctions and support : My College 

The article argues that narrowing attainment gaps requires combining high‑quality universal teaching with targeted, evidence‑based interventions and system‑level supports, emphasising curriculum sequencing, formative assessment, scaffoldingProgressively introducing students to new concepts to support their learning, and timely extra help so all pupils can access ambitious learning: Levelling the playing field of learning 

The article argues that a strong sense of belonging is foundational to pupils’ wellbeing, engagement, attendance, and attainment, and that schools should prioritise relational practices, inclusive routines, and student voice to create environments where every child feels known and valued: The importance of belonging

The article argues that an inclusive curriculum, through diversified content, culturally sensitive pedagogy, and relational routines, helps students feel a sense of belonging and connection, which in turn supports engagement, wellbeing, and learning: Enabling students to feel a sense of belonging and connection through an inclusive curriculum : My College 

The article argues that a strong sense of belonging is essential for inclusive schools and underpins pupils’ wellbeing, engagement, attendance, and achievement: Belonging in school: Creating an inclusive environment : My College 

Research shows that improving student wellbeing delivers wide‑ranging benefits for attendance, engagement, behaviour, and attainment, but these gains depend on how wellbeing is implemented rather than whether it’s endorsed: Student wellbeing: Research shows that the benefits are far-reaching, but implementation is key to success : My College 

The article outlines practical, whole‑school strategies for promoting positive mental health in primary schools, arguing that wellbeing should be taught explicitly, embedded in routines, and supported by strong teacher–pupil relationships: Promoting positive mental health and wellbeing in primary schools 

The article outlines practical principles for designing a curriculum that supports pupils’ mental health and wellbeing, arguing that wellbeing should be explicitly taught and woven through subject learning, pastoral systems, and whole‑school routines: Key considerations essential to developing a curriculum that supports learners’ mental health and wellbeing: My College 

The article argues that a whole‑child approach, integrating academic learning with wellbeing, social‑emotional development, physical health, and strong relationships, is essential for schools to enable sustained learning and equity; it calls for curriculum, assessment, leadership, and community partnerships to be aligned so every child’s broader needs are met alongside academic ambition: Why whole-child development is essential for schools : My College 

The piece explains the Five Ways to Wellbeing (connect, be active, keep learning, give, take notice) and offers practical, low‑cost strategies teachers can use to help pupils maintain mental health while learning at home, emphasising simple daily actions that boost resilience and routine: Supporting student wellbeing by encouraging them to use the ‘Five Ways to Wellbeing’ (while staying at home!) : My College 

The article argues that prioritising teacher wellbeing is essential for optimal student outcomes because supported, resilient teachers are better able to build relationships, manage classrooms, and deliver high‑quality instruction: Supporting teachers to support learners: Prioritising teacher wellbeing for optimal student outcomes : My College 

This article argues for embedding creative pedagogies within the curriculum as a means of improving pupil mental health: A joyful curriculum: Embedding creative practice to support pupils’ mental health : My College 

This case study explores whether a simple, embedded creative routine could offer a low-burden, inclusive approach to supporting emotional regulation and readiness to learn within a mainstream classroom: Calm through creativity: Embedding daily creative habits to foster emotional regulation and wellbeing in primary classrooms 

Reports and original research around belonging and wellbeing in schools

This DfEDepartment for Education - a ministerial department responsible for children’s services and education in England paper contains an overview of the Education for Wellbeing Programme trials, the interventions tested, the evaluation methods used and the key findings on what did and did not improve mental health and wellbeing in schools: Education for wellbeing programme findings – GOV.UK 

This DfE report identifies the key family, school and individual factors that most strongly shape primary pupils’ attainment and wider educational outcomes, highlighting the powerful influence of early disadvantage and the importance of high‑quality teaching, stable home environments and positive school experiences: Factors influencing primary school pupils’ educational outcomes 

This literature review, produced by the National Children’s Bureau, synthesises evidence demonstrating that a strong sense of school belonging—fostered through positive relationships, inclusionAn approach where a school aims to ensure that all children are educated together, with support for those who require it to access the full curriculum and contribute to and participate in all aspects of school life and meaningful participation—is a powerful predictor of pupils’ wellbeing, engagement and academic outcomes: School Belonging – A Literature Review 2024. Summary available here: Understanding and enhancing school belonging: Launching our literature review 

This Teach First-funded research examines six secondary schools across England which are achieving relatively good outcomes for both inclusion and attainment. From this, the report provides practical examples of how leadership, pastoral support, student voice, curriculum, behaviour approaches and community partnerships can work together to create an inclusive school culture: Belonging Schools How do relatively more inclusive secondary schools approach and practise inclusion? 

This report presents the findings of a pilot programme from the National Children’s Bureau. The findings demonstrate how a whole-school approach can strengthen pupils’ sense of belonging, with improvements in pupils feeling connected, valued and safe, particularly among pupils with SEND: BELONGING MATTERS: BUILDING SCHOOLS WHERE EVERY CHILD THRIVES 

This NEU report highlights how intentional whole-school approaches can strengthen pupils’ sense of belonging by creating environments where they feel welcomed, valued, connected and included. It emphasises the importance of building positive relationships, creating a supportive school culture and giving pupils meaningful opportunities to participate, particularly in challenging contexts: Creating a sense of place and belonging in schools | National Education Union

This British Council report takes a global perspective on inclusion and belonging, bringing together research and case studies from contexts including India, Nigeria, Kenya, Egypt, Ethiopia, Iraq and South Africa. It highlights how leadership, alongside context-specific approaches to SEND, gender equality and language, can create schools where all learners feel valued, included and able to participate: Leading Inclusion and Belonging in Schools 

The Pro Bono Economics report makes the case for universal wellbeing measurement for children and young people, arguing that better data could help identify changes in wellbeing earlier and inform more effective policy and support: Charting a happier course for England’s children: the case for universal wellbeing measurement 

This research article, written by Allen et al., provides a large-scale meta-analysisA quantitative study design used to systematically assess the results of multiple studies in order to draw conclusions about that body of research of 51 studies involving 67,378 students, examining the factors associated with school belonging. The findings suggest that schools can strengthen belonging through positive relationships, supportive teaching and changes to school policies, systems and practice: What Schools Need to Know About Fostering School Belonging: a Meta-analysis 

This UCL research project explores how schools can become places of belonging, emphasising the role of relationships, identity, agency, leadership and the environment. It provides practical tools, research and case studies to help school leaders and staff to create more welcoming, connected and empowering school communities: Creating Place and Belonging in Schools 

Resources to support schools’ approach to fostering a greater sense of belonging and wellbeing

This DfE guidance provides an evidence-based framework for promoting mental health and wellbeing through a whole-school or college approach, covering leadership, school culture, staff wellbeing, teaching and learning, student voice, targeted support and working with families: Promoting and supporting mental health and wellbeing in schools and colleges 

This resource, produced by University of Cambridge, introduces the Cambridge Wellbeing Check, alongside a bank of practical resources for teachers and school leaders. These tools support schools to monitor pupils’ wellbeing, identify where additional support may be needed, and inform effective whole-school approaches to wellbeing: What is Wellbeing in schools? 

Well Schools is a national movement supporting schools to embed wellbeing at the heart of education through a whole-school framework, practical tools, training and a community of support. Schools can begin with the free Well Check self-review tool and progress through further resources and Well Schools Accreditation to support continuous improvement in pupil and staff wellbeing: Well Schools – Youth Sport Trust 

This NHS-approved, teacher-developed assembly resource introduces KS1 and KS2 pupils to physical and mental wellbeing, helping them understand what wellbeing means and the everyday actions they can take to support it: What is wellbeing? – KS1 and KS2 assembly 

Barriers to Education is a comprehensive, practitioner‑led resource that explains why young people struggle to attend school and offers the WARMTH framework, an inclusive, relational, wellbeing‑first approach, alongside practical tools and lived‑experience insights to help schools remove barriers and support every learner to thrive: Welcome to Barriers to Education 

Place2Be supports teachers and school leaders to promote positive mental health through practical resources, training and expert guidance, helping them build whole-school approaches to wellbeing: Place2Be 

The Parents Promise Education Initiative provides schools with practical, child‑centred resources to help pupils affected by parental separation feel safe, understood and supported, while promoting a whole‑school culture of healthy relationships and reduced conflict: The #ParentsPromise – Education Initiative 

This article outlines practical, research‑informed ways schools can assess pupils’ sense of belonging using simple surveys, relational indicators and pupil‑voice tools, while warning that belonging is best understood through multiple measures rather than a single score: How to measure pupils’ sense of belonging in schools | Tes 

No Outsiders is an inclusion programme that equips schools to teach equality, community cohesion, and respect so every child knows they belong: No-outsiders. They have also produced a film around the idea of having a human library to build understanding and belonging: The Human Library at The Meadows 

The Wellbeing Award for Schools, developed by the National Children’s Bureau and Optimus Education, recognises the outstanding work being done to promote mental health and wellbeing within school communities across England. They provide an evidence-informed framework for schools to embed mental health and wellbeing into everyday school life, supporting whole-school self-reflection, strategic planning and culture change: Wellbeing Award for Schools 

EmpathyLab’s Empathy Schools programme helps children build empathy, literacy, and social action through a whole‑school, research‑informed approach: Empathy Schools – EmpathyLabUK 

The PHSE association is a membership association and charity supporting over 50,000 teachers and schools with lesson plans, training, guidance and advice covering statutory RSHE: PHSE association 

Mentally Healthy Schools provides quality-assured mental health resources, information and guidance for schools and further education settings across the UK: Mentally Healthy Schools. They also provide a wellbeing measurement framework for primary schools.

This resource, produced by the University of Cambridge, offers tools that schools and educators can use to revise or develop policies for educational inclusion, particularly as they pertain to learners with neurodevelopmental differences: Introducing Belonging in School: a school-level resource for developing inclusive policies 

This guidance report, produced by the Australian Education Research Organisation (AERO), synthesises evidence on how primary schools can strengthen pupils’ sense of belonging and connectedness. It provides practical support for school leaders seeking to embed inclusive approaches into everyday classroom and whole-school practice. While developed in an Australian context, the evidence and recommendations have clear relevance for primary schools in the UK: Encouraging a sense of belonging and connectedness in primary schools 

Boards for Education provide a range of practical resources to support school governors in championing pupil mental health and wellbeing across the whole school: Pupil wellbeing – resources for school governors 

The National Governance Association’s guidance supports governing boards to understand their responsibilities for pupil mental health and wellbeing, including adopting a whole-school approach, monitoring impact and access to specialist support: Pupil Wellbeing & Mental Health 

Connected Belonging provides schools with practical tools to strengthen wellbeing through a relational and identity-focused approach, including an audit tool, implementation planner and activity ideas: Connected Belonging: Resources for Schools 

Blogs and news articles 

In this blog, Alex Quigley explores the growing evidence that many pupils, particularly older students and those from more vulnerable groups, experience a weak sense of belonging at school, while also highlighting the challenges of defining and measuring belonging: The challenge of belonging 

This blog, written by The Mindfulness in Schools Project, explores how belonging is built through positive, lasting relationships, particularly strong student–teacher relationships, inclusion and meaningful participation: Belonging: How do we nurture it? 

This Schools Week article challenges the idea that wellbeing and academic attainment are competing priorities, arguing that stronger pupil wellbeing and belonging can support engagement, attendance and academic outcomes: Pupil wellbeing and academic attainment? You can have both

This Schools Week article argues that belonging is not created through one-off initiatives, rewards or behaviour systems, but through a sustained culture of relational inclusion, where pupils feel genuinely seen, heard, known and accepted: Forget the buzzword bingo, here’s how schools can get belonging right 

This SEND Network article highlights that school belonging is built through intentional, sustained relationships, peer connection and inclusive whole-school practices, rather than quick-fix interventions. It offers practical approaches, including the Establish–Maintain–Restore framework, to help pupils feel valued, safe and connected: The Connection Factor: How Can Schools Build a Sense of Belonging? 

Case studies 

The DfE’s Pupil Wellbeing and Behaviour collection brings together a range of practical examples from schools on promoting wellbeing, positive behaviour and inclusion: Pupil Wellbeing and Behaviour 

The Research School Network provides a series of case studies around fostering belonging in primary schools from across the UK: 

• Dixons Music Primary in Bradford presents how they use family dining to foster a sense of belonging and community in their setting: Family Dining: Community, Belonging and Connection 
• Headteacher, Mari Palmer, explains how to build a sense of belonging in a small school context: Building belonging in small schools 
• This case study demonstrates how the Establish–Maintain–Restore (EMR) approach can strengthen belonging: Building Belonging: establishing, maintaining and restoring relationships in Year 4 

The Connected Belonging provides a range of case studies to demonstrate how schools have applied their framework, using targeted approaches to strengthen pupil belonging: Connected Belonging: Case Studies 

Well Schools provides a series of case studies to showcase how schools are embedding physical activity, wellbeing and belonging into whole-school culture through inclusive PE, leadership opportunities, movement-based regulation and recognition of pupils’ strengths: Youth Sports Trust – Well Schools – Case studies