A Curriculum for Connection: What the 2028 Reforms Mean for Belonging in Schools

The recently announced curriculum reform by the Department for Education (DfE) sets out a refreshed national curriculum for England, to be implemented from September 2028. GOV.UK+1 The changes include clearer structuring of subjects, stronger foundations in oracy, reading, writing, mathematics, inclusion of media/financial literacy, and a new ‘core enrichment entitlement’ (arts, sport, nature, civic engagement). GOV.UK+1

In discussing these changes, the theme of belonging – feeling valued, included, connected and confident in one’s place in school, learning community, and future society – merits explicit attention. When students feel they belong, they are more motivated, resilient, engaged and ready to learn. For learners who may feel marginalised, including those with additional needs (SEND), neurodiversity, gender/ethnicity minority status, or from disadvantaged backgrounds, belonging is especially critical.

Why belonging matters in the curriculum context

Belonging in a school setting means that students feel they are part of the community, their identities and contributions are valued, they have agency and voice, they see themselves reflected in the learning and expectations, and that the pathways ahead feel achievable and meaningful. Research shows that when belonging is strong:

• Pupils show higher engagement, better behaviour, more perseverance and stronger outcomes.
• Belonging helps mitigate the harmful effects of marginalisation, discrimination, or social isolation.
• A curriculum that simply transmits knowledge without fostering connection and relevance may fail to engage those who don’t see themselves in it.

In the context of the new curriculum, which emphasises knowledge, skills for life and work, enrichment in arts/outdoor/civic life, and digital/financial literacy, belonging becomes the lens through which these ambitions must be refracted: how do all pupils feel that this curriculum is for them, they can access it, succeed with it, and feel part of their school’s learning community?

For example, the government’s own press release highlights that enrichment activities and arts broaden confidence, social capital and resilience. (GOV.UK) The blog from the Education Hub emphasises inclusive support for children with SEND and stretching the most able. (Education Hub) Both show levers that can support belonging – but only if consciously leveraged.

How the new curriculum offers opportunities (and challenges) for belonging

Opportunities

1. Wider access to enrichment
   The ‘core enrichment entitlement’, guaranteeing every pupil access to arts/culture, nature/adventure, sport/physical activity, civic engagement and life skills, is a powerful vehicle for belonging. These are contexts where students can engage beyond exam-driven subjects, collaborate, explore identities, build peer connection and feel part of something bigger than school. Schools that deliver this well can foster strong community, inclusive opportunities and shared purpose.
2. Broader subject choice and removal of restrictive performance measures
   The reforms signal the removal of the EBacc as the sole performance metric and encourage breadth (arts, languages, humanities) in student choice. This means more students may find subjects that resonate with their interests and identities, helping them feel ‘in the curriculum’, not excluded by narrow expectations.
3. Strengthened foundations and structured progression
   The reforms emphasise clearer sequencing of knowledge, stronger foundations in oracy/reading/writing/math, and logical structuring of subjects. A well-sequenced curriculum supports all learners to feel they are building, succeeding and belong in the journey, rather than lost or left behind.
4. Focus on life/skills, digital/media/financial literacy
   Recognising children as future citizens, consumers and workers, the curriculum includes media and financial literacy, computing/data science and climate education. When learners see relevance of what they are doing to their world and future, they are more likely to feel the curriculum connects to them, increasing belonging.

Challenges & caveats

1. Implementation lag and teacher capacity
   The final curriculum will be published in spring 2027, with first teaching from September 2028. During this transition period, there is a risk of uneven implementation or confusion, which can lead to pupils feeling disconnected if their experience is patchy.
2. Risk of ‘token’ enrichment without inclusion
   Simply providing enrichment access does not guarantee belonging. If, say, arts or outdoor adventure are offered but some pupils feel they are not for “people like me”, or logistics exclude them (SEND needs, cost, transport, culture), then belonging may not be improved. Schools must ensure inclusive design.
3. Potential for widening gaps
   The reforms point to stretching the most able, but also supporting all, including SEND. If schools focus solely on high-attaining students or areas they excel in, then pupils who previously felt marginalised may continue to feel outside the mainstream. Ensuring belonging means deliberately designing for all.
4. Balancing knowledge-rich and inclusive culture
   A knowledge-rich curriculum is desirable, and sequential structure is important. But if it becomes rigid, high-pressure or alienating for some learners (including neurodiverse pupils, those with ADHD, autism, fibromyalgia etc), belonging may suffer. Teacher professional development, differentiated approaches, and culture matter.

Implications for teachers, schools and learners (with a focus on neurodiversity / SEND)

Given the curriculum changes, how should schools and teachers act to embed belonging and ensure that all pupils, including neurodiverse learners, benefit?

For teachers and curriculum leaders

• Audit enrichment and access
  Ensure the five enrichment categories (civic, arts, nature/adventure, sport/physical, life skills) are accessible to all learners. Review whether those with additional needs are genuinely included, what barriers exist (physical access, cost, transport, timing, teacher attitudes) and plan accordingly.
• Curriculum sequencing with connection
  As the curriculum becomes clearer and machine-readable, use its structure to map how learners build their sense of belonging: early success, scaffolded progression, collaborative projects, peer mentoring. For neurodiverse learners, build patterns of success, visible progression, and opportunities for identity building in the community.
• Inclusive pedagogy
  With the greater emphasis on oracy, reading, writing, financial/media literacy, digital, arts and nature, it is essential to differentiate and scaffold for learners with SEND/ EAL. Flexible formats, multimodal tasks (visual, auditory, experiential), peer support, chunking of tasks and choice all foster belonging.
• Student voice and representation
  Belonging is strengthened when learners see themselves in the curriculum and have agency. Build in opportunities for pupil voice (which arts projects, which outdoor expeditions, which civic engagements). Ensure neurodiverse and historically excluded pupils are included in planning and leadership of enrichment.
• Cross-subject and cultural relevance
  The new curriculum emphasises modern issues: fake news, misinformation, media literacy, climate education. Teachers should link learning to real-life contexts that matter to pupils, including those from diverse backgrounds. This helps pupils feel the curriculum is meaningful and they belong in it.

For learners (especially neurodiverse / additional needs)

• Visible pathways to success
  When a curriculum is new or changing, clarity of “what next” matters. Learners (especially those with neurodiversity) often benefit from knowing how they progress, that they are part of a journey, and what success looks like. Teachers should make progression explicit (e.g., “we’re building our oracy, next we’ll apply it in project X”).
• Affirmation of identity and belonging
  Schools should affirm that learners’ identities, neurodiversity, mobility/disability, home backgrounds matter and add value. The curriculum enrichment (arts, outdoor, civic) is a chance for learners to engage in ways that connect with them and build confidence, agency and peer connection.
• Choice and voice
  With the broader subject choice promised (including arts, languages, humanities) there is more opportunity for learners to pick what resonates. Encourage pupils to choose and engage in subjects and enrichment that reflect their interests and strengths, helping bolster belonging.
• Support and scaffolding
  For neurodiverse learners, the stronger focus on oracy, reading, writing, sequential knowledge, digital/financial literacy means supports must be in place: clear structures, chunked tasks, accessible resources, options for alternative expression (e.g., oral presentations, drama, arts projects). This ensures the curriculum is inclusive rather than exclusionary.

Practical steps for embedding belonging ahead of 2028

Given that the new curriculum will start first teaching in September 2028, schools and teachers have time to prepare. Here are practical steps to embed belonging in the preparation phase:

1. Whole-school ethos review
   Use this period to revisit the school’s vision and ethos: does it emphasise belonging, connection, inclusion, aspiration for all? Use staff CPD to raise awareness of belonging especially for neurodiverse/SEND learners.
2. Mapping enrichment and equity of access
   Create an audit of enrichment across the five domains (arts/culture, sport/physical, nature/adventure, civic engagement, life skills). Analyse participation by pupil subgroup (SEND, disadvantaged, minorities) and plan to remove barriers (costs, transport, timing, support).
3. Curriculum mapping with identity and progression in mind
   As you begin mapping how the new national curriculum will roll out, embed opportunities for student identity expression, cross-curriculum projects, collaborative work, peer mentoring and enrichment that connects to pupil backgrounds and interests. Sequence so early wins build belonging.
4. Teacher professional learning in inclusive pedagogy
   Provide training on how to differentiate, how to scaffold oracy and literacy for diverse learners, how to include neurodiverse and SEND pupils in experiential enrichment (outdoor adventure, arts, civic participation).
5. Student involvement and voice
   Involve students now in shaping how the enriched curriculum will look at your school: what arts/culture projects they would like, which civic activities, how to make outdoor/adventure meaningful. Prioritise voice from pupils who often feel marginalised.
6. Monitoring belonging outcomes
   Develop simple indicators of belonging (student surveys, participation rates in enrichment, cross-group peer relations, retention/attendance of vulnerable groups) and track ahead of and after implementation. Use this data to refine practice.

Conclusion

The new national curriculum announced by the DfE offers a timely opportunity not just to update knowledge and skills for life and work, but to embed a deeper sense of belonging for all pupils. When students feel they belong, that their identities matter, that they are part of a learning community, that the curriculum connects to them and the future, then the ambitions of stronger foundations, broader enrichment and modern life skills become much more likely to succeed.

For teachers, curriculum leaders and school systems, the key will be to move beyond what is taught to how it is taught, who it is for, and how pupils feel as they participate. Schools that intentionally design for belonging- particularly for neurodiverse and disadvantaged learners – will be positioned to get the greatest benefit from the reforms. With the new curriculum rolling out from 2028, there is time now to prepare- to map enrichment, strengthen inclusive practice, and ensure that belonging is not a side benefit, but a core goal.