The Sandwich Generation: Hidden Needs in the Workplace

Zahara Chowdhury portrait

Written by Zahara Chowdhury

Zahara leads on equality, diversity and inclusive education in higher education. She has over a decade of experience in middle and senior positions in secondary education. Zahara is author of Creating Belonging in the Classroom: a Practical Guide to Having Brave and Difficult Conversations. She is founder of the School Should Be blog and podcast, a platform that amplifies diverse and current topics that impact secondary school classrooms, students and teachers.

Ageism in the workplace is often an under-acknowledged and yet deeply felt influence on career progression, belonging, development and wellbeing. Early in my career, I was often met with phrases like “age before stage” when I applied for promotions, “have your babies first” when balancing career plans, and most recently the flattering-yet-deflating, “you just look so young.” These comments project assumptions about capability and life stage, often rooted in (un)conscious bias.

But recently I have found myself close to a very particular phase of life, I’ve recognised an aspect of ageism and workplace invisibility that doesn’t get enough attention: the experience of the sandwich generation.

Who Are the Sandwich Generation?

I only recently became familiar with this term. The sandwich generation refers to adults who are caring for ageing parents or relatives and dependent children and grandchildren, nieces and nephews. It is a role and phase that people find themselves in and to me, a role and phase that we are unprepared for and do not necessarily imagine ourselves in as we age.  According to recent UK research, there were an estimated 1.4 million “sandwich carers” aged 16-64 between 2021 and 2023—people juggling dual caring responsibilities. Around half of these were aged between 45 and 64. 

When we look at the workforce more broadly, about one in three workers in the UK is aged 50 or over, a figure that reflects changing demographics and longer working lives. 

Caring for Ageing Parents: Nuances Often Missed

Caring for a parent with declining health, or simply through the aging process, is not just about practical tasks. It’s emotional and exhausting work. In my experience, unlike caring for a toddler (who grows and develops with you), looking after a parent often means mourning the loss of who they were, even as you help them with the fundamentals of daily life:

  • Helping them eat, walk, or bathe.
  • Navigating digital systems—especially healthcare—when “online” is an alien concept for them.
  • Managing the emotional shift from being cared for, to being the carer.
  • Coping with the mental, physical and emotional health decline that often accompanies ageing and illness.

These aren’t small tasks—they are intensely personal, triggering, time-consuming and emotionally draining responsibilities that are often invisible and unacknowledged at work.

What Sandwich Caregiving Looks Like Day-to-Day

Right now, I do not find myself in this generation, however from my observations and conversations, this caregiving reality doesn’t exist in isolation—it intertwines with modern work expectations:

  • High-demand jobs that leave little room for care breaks.
  • The tug-of-war between career aspirations and care commitments.
  • The current confusion and blur between working from home, hybrid working, working in the office, emails in the evenings, ‘managing your own workload’, which doesn’t often take into account the ‘homeload’
  • Guilt over saying “no” — whether to extra hours at work, social outings, or even rest.
  • Juggling care for children, grandchildren, nephews or nieces and ageing relatives.
  • Being interpreters of technology, healthcare systems and cultural norms for older relatives.

And unlike the standardised support often afforded to new parents (paid parental leave, flexible hours, visibility of care needs), care for older dependents tends to be less recognised, less supported, and much more assumed to be “just part of life.”*

*I am fully aware that support for new parents has a long way to go, however relative to the support for carers and the topic of this article, it is miles ahead.

Cultural Layers: A Personal Reflection

Being South Asian, I’ve been acutely aware of the cultural dynamics of caregiving:

  • Bilingualism has been a strength—flipping between English and Punjabi while navigating health systems, care plans and cultural expectations.
  • Convincing elders (and wider family) that healthcare systems aren’t to be feared—especially in the face of longstanding racial inequities—adds an extra cognitive and emotional burden.
  • Explaining to friends from other backgrounds why care homes aren’t just “a solution”, but often conflict with deeply held values about family, faith and community.

For many in my community, caregiving is not simply a logistics challenge—it’s a moral and familial duty. Saying older adults “need family, not outsiders” is not just cultural pride—it’s a lived priority and a core feature of love, respect and duty. 

Why This Matters in the Workplace

We talk about supporting new parents in the workplace, which is vital. But we rarely talk about supporting carers of older adults, even though their needs are equally pressing:

  • Longer working hours are being expected while caregiving demands rise.
  • Compassionate leave policies typically offer 3–5 days—but that barely scratches the surface of extended medical appointments, hospital stays, or full-time care needs.
  • Older carers may not ask for help—they were raised to keep their heads down and get on with life.
  • The toll—loneliness, stress, overwhelm—can become normalised, unspoken, and unseen.

These are professionals who are burning the candle at four ends: their careers, their children, their parents, and often their grandchildren too.

What Employers Can Do

As we reimagine talent strategies, cultures of belonging, and retention plans, we must:

  • Expand caregiving support beyond newborn and ‘early years’ parental leave.
  • Offer accessible flexible working, without stigma, for all lived experiences, particularly those of care givers. 
  • Recognise caregiving as a legitimate and diverse need—not a personal burden to be hidden.
  • Support wellbeing programmes through a lens of multiculturalism, cultural intelligence and multi-generational stress.

The sandwich generation is a caring generation, too—often unseen and rarely discussed. I am guilty of the latter too, ironically, until it has impacted my own lived experiences. Creating cultures of belonging means seeing these employees, understanding their lives outside of work, and acting with policies that genuinely meet the full spectrum of caregiving realities.


What does it mean to grow up mixed-race in a world that is obsessed with tidy boxes and simple definitive answers, and what does a journey towards belonging look like?

Ashtrid Turnbull portrait

Written by Emma Slade Edmondson

Emma Slade Edmondson is a sustainability consultant, writer, journalist, podcaster, TEDx speaker, presenter and founder of ESE Consultancy. She is recognised as a Forbes 100 environmentalist and is deeply interested in an intersectional approach to environmentalism. She is the co-host of the Mixed-Up podcast, the co-author of The Half of It and the author of Mixed.

It took me a long time to understand that ‘belonging is not a destination – it’s a journey’.  It was journalist and broadcaster Afua Hirsch that first shared this nugget of wisdom with me during an interview on my podcast ‘Mixed Up’ and I’ve carried it with me ever since. 

When I was young I remember there being a lot of questioning… What felt like an incessant need for others to unpack and define ‘who’ and perhaps ‘what I was’ seemed to be to an underlying theme. From quite a young age – I believe I knew instinctively that this was inextricably tied to the idea that I was a mixed-race child, and later as the boom and bust of youth arrived – a mixed-race teenager.  

Filling out school forms – I often ticked the ‘other’ box, wondering which part of me it was meant to capture…P.E teachers reading me in a sea of caucasian children as ‘Black’ would ask me why I couldn’t, or worse – wouldn’t fulfill my potential on the running track – you see “they could tell by looking at me that I had the potential”…I remember classmates telling me what they thought I was, as if my own story were a puzzle they could confidently solve.

And outside of school hours when I was seen with my family – I fielded questions about whether I was adopted? Where was my Black parent? How could this be my mum? Why didn’t we look alike? Were those my step brothers? 

The last question I found always left a particularly bad taste in my mouth as we never use that kind of language in my household. My brothers are my brothers – it’s as simple as that..

Some days, I felt like I could belong across cultural divides. Other days, I didn’t feel I belonged anywhere at all. And I don’t think I became aware of this until I was in my 30’s but those small moments, a question in a hallway, a look of confusion at a family gathering quietly shaped how I saw myself.

There wasn’t one particular moment when things changed for me but  I do know that finding my voice and the confidence to assert myself and my identity began with creating space for other voices. In 2020 I launched the Mixed Up podcast – exploring race, identity and belonging through the lens of the Mixed race identity. The podcast was born from a simple idea: that mixed heritage people were asking for a safe space to talk about who they are,about their lived experiences and their histories without having to simplify them, and without judgement? 

What I learned through those conversations surprised me. Again and again, guests shared the same sentiment – they were not just asking to be seen, but to be understood. Belonging, I now know, is as much about fostering community and confidence and creating spaces for others as it is about finding out where you fit..

The podcast became a space for conversation rather than answers. I wanted to hear how other people navigated their own layered identities, how they made sense of heritage, of multiple and blended cultural touchpoints, language, and belonging. 

Through interviews with ordinary mixed race people wanting to share their stories to those with extraordinary stories of displacement and loss, anti miscegenation and adoption – to conversations with mixed actors, historians, psychologists and even a pretty iconic moment with Mel B – each episode was part therapy, part learning curve. Through this dialogue, I started to see my own experiences reflected back to me and I felt an immense sense of connection and pride.

I wanted to keep sharing the beauty and the challenge of what I’ve learned through all of the insight and the stories I’ve been gifted by so many people over the years and writing Mixed– (a children’s book dedicated to exploring and celebrating your mixed identity) felt like the perfect next chapter. 

I wanted to create something young people can hold in their hands and something families and educators could return to for support. In a world where identity is often debated or categorized, it is my hope that the book offers gentle guidance, that it can facilitate reflection, recognition, and a permission for children to see themselves, not as half – but as whole –  not as too much of one thing and not enough of another – but whole.

There are two things I really love about ‘Mixed – Explore and Celebrate Your Mixed Identity’. Firstly –  that the book is based on the idea of pen pals so each chapter starts with an inspiring letter from a Mixed Race icon with lots of wisdom to share. I loved pen palling when I was young and I feel like it opened up the world to me, teaching me the importance of asking questions and learning about others. I wanted to reintroduce this idea to children. 

Because the book features letters from the likes of poet – Dean Atta, footballer Ashleigh Plumptre, actress Jessie Mei Li, author Jassa Ahluwalia, and activist Tori Tsui among others – readers will get insight into a range of lived experience perspectives that traverse different cultures and ethnicities. I hope readers will feel seen and that parents and educators will use these letters as tools to foster conversation and exploration with their students.

Secondly I’m really proud of how many practical exercises I’ve been able to include in the book that can be done between a child and a parent, caregiver or educator – from working on talking about our Mixed identities and learning to describe ourselves in a way that suits us, to learning terms and language like ‘cultural homelessness’and ‘misidentification’ to help us describe uncomfortable interactions and situations that might come up for us.

Ultimately I hope this book helps its readers – whether mixed children, parents, educators or otherwise – understand and appreciate that the mixed race identity is best approached as an ongoing conversation, and a dialogue – not a destination or a foregone conclusion.

My Top Tips for Educators who want to include and facilitate exploration of the mixed-race experiences of their students:

  • Normalise multiple heritages in the curriculum – represent mixed-race voices across subjects wherever possible.
  • Create space for student storytelling –  invite learners to share their intersecting identities. Ask them to share how they identify themselves and why whenever you can. You may find this is a surprising and delightful question. *The first time I was asked this was by a guest on my podcast when I was well into my 30’s and I must say it was an epiphany moment for me.
  • Address assumptions gently – guide students to question fixed labels and fixed categories, especially when they don’t feel like they fit.
  • Model inclusive language –  celebrate rather than erase nuance and complexity and avoid flattening storytelling or description that involves multiple cultural POVs.
  • Partner with families –  ask what cultural strengths they’d like reflected in class.

Celebrating Multiculturalism at Home & School

  • Build festivals of culture that go beyond tokenism.
  • Showcasing music, food, stories and languages from all backgrounds and celebrating mixed heritage families where these cultures may intersect and overlap is more important now than ever given the current geo-political context and the political landscape Britain is facing. Cultivate ways to remind students that their layered cultural heritage is something to be explored, shared and celebrated.
  • Foster curiosity over correctness – teach children to ask about their classmates’ heritage or identity with respect. Asking rather than telling others about their identity is key.

Supporting Linguistic Diversity

  • Value home languages as intellectual assets.
  • Celebrate code-switching as a cognitive and cultural skill, not a deficit or a deceit. Often Mixed Race people’s ability to move through different cultural landscapes can be described as deceitful, dishonest or duplicitous – we need to normalise the idea of being able to straddle worlds and cultures when you’re of mixed heritage because it may be part of your identity fluidity and daily vernacular.

You can get your copy of Mixed – Explore and Celebrate your Mixed-Race Identity here. 


Navigating Inclusion as a Trainee Teacher

Catherine Wilson portrait

Written by Catherine Wilson

I have worked in the special educational needs sector since 2017 and I am currently undertaking my teacher training with Exceed and doing my PGCE with Leeds Trinity University.

While I have known I wanted to work with children and young people for a long time, it has taken me some time to find that I wanted to teach and in particular teach in an SEN setting. I initially started my work life as a Youth Worker, working evenings at my local youth club before completing my BA in Youth Work & Community Development. After completing this youth work roles were scarce after a change in government and funding cuts so I then took a role in a college supporting young people who had additional needs and found my passion for supporting children with SEN. From here I then moved to an specialist SEN school working as TA and have worked my way up to doing my initial teacher training, which is where I am today!

Navigating diversity, equity, inclusion and belonging as an ITT can feel daunting. Am I using the correct terminology? Am I creating a culture of inclusion and belonging in my classroom? Do I feel confident enough to challenge people’s views in the classroom? It can be a lot to think about and navigate on top of all the other aspects of completing teacher training. 

I have always thought of my practice as being inclusive and promoting equity and diversity  but having Exceed SCITT as my teacher training provider has really opened my eyes to how much more I could be doing and made me evaluate my own practices and thought patterns. I have been really lucky that alongside the training they have provided me with they also signed us up to attend the DEIB Conference. And what a thought provoking day it was! Hearing from such knowledgeable practitioners has really made me stop and think. 

My standout speaker of the had to be from event organiser Hannah Wilson and her session around Cultivating a Culture of Belonging. Her discussions on where we have felt like we belonged the most as we have grown up and moved into adulthood made me think about my own experiences growing up, of feeling most settled when I was with “my people” and also how it felt when I didn’t have those feelings of belonging. It made me reflect upon how I want to create that culture of belonging in my classroom and for all my pupils to feel like they belong. She also talked about Maslow’s Hierarchy of Needs and for a lot of the pupils that I work with they don’t have all of their safety needs met, as a lot have health needs that they need support with, but it made me reflect on how I can help meet the Love and Belonging needs that they have. Making connections with them and their families and supporting them to feel like they matter and are seen and can be themselves, especially in a world where they are still written off as not being able to do because they have a disability. 

I was also really inspired by Bennie Kara and her session around Diversity in the curriculum and I think this is where I could really have an impact with my pupils. Her talk discussed how you can adapt the curriculum to be more diverse. I work in predominantly White British, low socioeconomic status school and I hadn’t really given much thought to the impact it would have on the pupils who are not White British and the impact it would have on them not seeing anything that represents them culturally. I use a lot of Widgit symbols on my powerpoints and resources for the pupils and always just use the default skin tone which is that of a white person, there is the option to edit this and have different skin tones so when I’m creating my resources going forward I am going to vary it. 

While Hannah and Bennie provided the ‘lightbulb moments’ for me I really appreciated what Krys Mcinnis, Jo Brassington, Lewis Wedlock and Mariam Tomusk had to say and will take points from their sessions into my own professional practice. Hearing from each of the practitioners really cemented my beliefs that diversity and inclusion are not just ‘tokenistic’ or something that are achieved and then forgotten but should be something that is a continuous development. 

References:

Exceed SCITT: https://www.exceedscitt.co.uk/ 

Maslow’s Hierarchy of Needs: https://www.simplypsychology.org/maslow.html?scrlybrkr=5cc7f61c


Cultivating Belonging in Schools

Hannah Wilson portrait

Written by Hannah Wilson

Founder and Director of the Belonging Effect (formerly Diverse Educators).

It has been a busy month/ start to the year but in the middle of juggling multiple commitments and activities, this week I received a delivery of 200 copies of my new book – A Little Guide for Teachers: Cultivating Belonging in Schools (SAGE 2026)

After all of the time and energy it took to write it, it is quite a small book, but I hope it will be a helpful addition to the conversation and give educators practical ideas of things to do for themselves, for their peers and for their learners. It is great that this contribution to the series sits alongside work by Bennie Kara, Amjad Ali, Yamina Bibi and Emma Kell.   

This is how I have structured the book:

  • Introduction: Why should we care about DEIB?
  • 1 Belonging in Society: How do we develop it?
  • 2 Belonging in Schools: How do we change it?
  • 3 Belonging in the Staffroom: How do we disrupt it?
  • 4 Belonging in the Classroom: How do we foster it?
  • 5 Call to Action: What do we do next?

In the opening I state:

“Belonging is the feeling that is created as a result of the work we do on DEI. I thus present it as an equation:

Diversity + Equity + Inclusion = Belonging

Why does this book use the word ‘cultivating’? I used to talk about building, creating and growing belonging, but for me ‘cultivating’ captures that there is ongoing work needed and that there are different variables that we need to pay attention to. DEIB is not a ‘one and done’ approach, belonging takes time and ongoing work in the form of commitment/investment.

So, let’s start peeling back the different layers of things to consider when it comes to belonging. And I apologise in advance if you are left with more questions than answers by the end of the book, but that is the nature of the work. It is not a clean nor a linear journey, we will never be done, we will never know it all”. 

Our Work on Belonging:

I wrote a blog last term about why I rebranded my business from Diverse Educators to the Belonging Effect. You can read it here. In short:

  • “Belonging is the bridge between diversity, equity and inclusion – it is the emotional outcome of equity in action.  It is the moment when people stop trying to fit in and start being fully themselves.
  • We chose The Belonging Effect because belonging is not just a concept; it is a ripple. When one person feels they belong, it impacts their team, their classroom, their community. It is an effect that multiplies”.

I also wrote a blog at the end of term about Belonging becoming a buzzword, a band wagon and at times a plaster being put on the problem of DEI to conceal it. It caused a bit of a fallout so it clearly hit a nerve! You can read it hereThis was/is my provocation:

“There’s no denying the emotional resonance of belonging. Everyone wants to feel seen, valued, and part of a community. The word signals care and connection – qualities deeply needed in our schools.

Yet belonging, in its current popular use, carries a kind of neutrality that makes it especially attractive to those uncomfortable with conversations about race, power, and privilege. It sounds universal and non-political. It doesn’t demand that we ask who has been excluded, whose histories have been erased, or whose comfort is prioritized”.

So if this theme is of interest and you would like to find out more please see below my signposting to events, training, toolkits, books and blogs you can engage with. And if you do get your hands on a copy of the book, I would love to know what you think!  

Our Book Launches:

  • In-person: 31/1/26 in person in Bath, 1.30-3.30pm. You can book to join us here.
  • Virtual: 9/2/26 virtual, zoom or Streamyard dependent on numbers, 4-6pm.  You can book to join us here.

I am delighted to be joined by friends from the region (Domini, Edel, Tanisha and Will), academics from Bath University (Alison and Ceri) and members of my team (Amy, Bennie, Jo and Yamina) for both of these conversations as it is important to unpack belonging through multiple lenses to appreciate how it is impacted by different lived experiences.  

Our Belonging Training:

I have designed a session that can be delivered as a keynote or as a workshop which really provokes reflections and discussions on what belonging means to different people. Find out more here. We have sessions on Belonging in the Classroom and Belonging in the Curriculum designed and delivered by the BE team.

Our Belonging Toolkit:

Our BE Associate Zahara Chowdhury collated a toolkit on Belonging which I have been updating as I spot new resources and research. Find out more here.  

Our Bookshelf:

Check out Zahara’s book on Belonging in the Classroom and the other DEIB titles our team have published which explore belonging for different identity groups and in different spaces: https://www.thebelongingeffect.co.uk/our-books/  

Our Reflections on Belonging:

Check out these 10 blogs on Belonging from members of the BE network: 

  1. Andrew Morrish: https://www.thebelongingeffect.co.uk/belonging-on-purpose/ 
  2. Chloe Watterston: https://www.thebelongingeffect.co.uk/belonging-empathy-and-a-curriculum-that-sees-every-child/
  3. Erin Skelton: https://www.thebelongingeffect.co.uk/belonging/
  4. Hannah Wilson: https://www.thebelongingeffect.co.uk/when-belonging-replaces-equity-the-silence-of-white-male-educators/ 
  5. Jennifer Johnson: https://www.thebelongingeffect.co.uk/getting-to-the-heart-of-inclusion-and-belonging/ 
  6. John Doyle: https://www.thebelongingeffect.co.uk/unsettling-deficit-narratives-race-identity-and-belonging-in-english-schools/ 
  7. Sarah Pengelly: https://www.thebelongingeffect.co.uk/building-belonging-in-primary-schools-with-human-values/ 
  8. Tricia Taylor: https://www.thebelongingeffect.co.uk/seen-valued-and-able-designing-classrooms-for-social-and-academic-belonging/ 
  9. Yasmina Kone: https://www.thebelongingeffect.co.uk/celebrating-esea-heritage-month-building-belonging-for-every-student-and-why-it-matters-right-now/
  10. Zahara Chowdhury: https://www.thebelongingeffect.co.uk/belonging-in-the-classroom-responding-to-a-divided-world/


Creating Psychological Safety in Schools: Building Trust for Pupils, Staff, and Parents

Hannah Wilson portrait

Written by Hannah Wilson

Founder and Director of the Belonging Effect (formerly Diverse Educators).

In a world that is constantly changing, schools are being asked to do more than ever before. They are not just places of learning, but communities where young people grow, adults work, and families connect. Yet one essential ingredient often gets overlooked: psychological safety – the sense that it is safe to speak up, make mistakes, ask questions, and be yourself without fear of ridicule or punishment.

Coined by Harvard researcher Amy Edmondson, the term “psychological safety” refers to an environment where people feel respected, included, and confident that their voices matter. While the concept emerged from studies of workplace teams, its relevance to education is profound. Schools that nurture psychological safety for pupils, staff, and parents create the conditions for deeper learning, stronger relationships, and healthier wellbeing across the community.

Psychological Safety for Pupils: A Foundation for Learning

For pupils, learning inherently involves risk – the risk of being wrong, of not understanding, of standing out. When students feel unsafe to fail or to speak up, they disengage, hide their struggles, or act out. When they feel safe, they take intellectual risks, collaborate, and grow.

How schools can build it:

  • Normalise mistakes as part of learning: Teachers who model vulnerability (“I don’t know the answer – let’s find out together”) show that uncertainty is not weakness, but curiosity in action.
  • Encourage voice and choice: Giving pupils real opportunities to influence classroom norms, projects, or school decisions signals respect for their perspective.
  • Respond to behaviour with empathy: Instead of “What’s wrong with you?”, try “What’s happened for you?”. Trauma-informed approaches remind students that they are seen and supported, not judged.
  • Celebrate diverse identities and stories: Representation in curriculum, displays, and classroom discussions communicates that every background and identity belongs.

When pupils feel safe, they do not just learn better – they thrive. They are more resilient, more engaged, and more able to take the healthy risks that learning demands.

Psychological Safety for Staff: The Heart of a Healthy School Culture

Teachers and school staff are the emotional climate-makers of a school. Yet education can be high-pressure, high-stakes, and emotionally demanding. When staff feel psychologically unsafe – afraid to admit mistakes, speak up about workload, or try new approaches – creativity and wellbeing suffer.

Building safety for staff means:

  • Leadership that listens: School leaders set the tone by asking for honest feedback and responding constructively. Phrases like “What do you need?” or “What would make this better for you?” open doors.
  • Permission to be human: Staff who can talk openly about stress, uncertainty, or failure model the same authenticity we want for students.
  • Collaborative problem-solving: Rather than top-down directives, invite co-creation. Involve staff in shaping policies, curriculum, and wellbeing initiatives.
  • Psychological safety in meetings: Encourage questions and divergent views without fear of reprisal. Recognise contributions and credit effort, not just outcomes.

A psychologically safe staff culture fuels innovation, trust, and retention. As one teacher put it: “When I know I am trusted, that I can speak honestly and still be respected, I do my best work.”

Psychological Safety for Parents and Carers: Strengthening the School-Home Partnership

Parents and carers are essential partners in children’s education. But they too need to feel that they can approach the school without fear of judgment or dismissal. When parents feel psychologically unsafe – worried they will be labelled as “difficult” or “uninvolved” – communication breaks down, and pupils lose out.

Ways to build parental safety:

  • Welcome curiosity, not compliance: Encourage questions and conversations rather than expecting silent agreement.
  • Make communication two-way: Use surveys, listening sessions, or informal coffee mornings where parents can speak freely.
  • Acknowledge emotions: School issues can trigger strong feelings – about fairness, inclusion, or a child’s needs. A calm, empathic response goes a long way: “I can see this matters to you; let’s explore it together.”
  • Be transparent: Clear explanations of decisions, policies, and next steps reduce uncertainty and build trust.

When parents feel valued as partners rather than judged as outsiders, collaboration deepens – and the child benefits most.

Practical Strategies for a Whole-School Approach

Creating psychological safety isn’t a one-off initiative – it is a cultural commitment. Here are some practical steps schools can take to embed it across the community:

  • Set shared values and norms: Make “respect”, “listening”, and “learning from mistakes” explicit cultural pillars.
  • Model it from the top: Leaders who admit their own learning moments signal that vulnerability is safe.
  • Train for empathy and communication: Provide staff development on trauma-informed practice, restorative conversations, and active listening.
  • Measure what matters: Use anonymous surveys or student voice groups to gauge how safe people feel – and act on the findings.
  • Create visible reminders: Displays or messages around the school that celebrate kindness, courage, and belonging reinforce the norm.

The Payoff: Belonging, Growth, and Flourishing

When psychological safety is strong, schools transform. Pupils engage more deeply. Staff collaborate more freely. Parents and carers trust more fully. Challenges still arise – but they are faced with honesty and compassion, not fear or blame.

At its heart, psychological safety is about human connection. It is about creating the kind of school where everyone – whether they are five or fifty – feels that they matter, that their voice counts, and that they can grow without fear.

As one headteacher put it:

“We can’t expect children to take learning risks if the adults around them aren’t allowed to take emotional ones.”

So let’s build schools, colleges and trusts where everyone can speak up, be heard, and belong. Creating psychological safety is not a luxury – it is the foundation of a thriving school. When we get it right – for pupils, staff, and parents/ carers – trust, wellbeing and learning all manifest and become embedded in the culture.


When 'Belonging' Replaces 'Equity': The Silence of White Male Educators

Hannah Wilson portrait

Written by Hannah Wilson

Founder and Director of the Belonging Effect (formerly Diverse Educators).

Across schools, colleges and trusts, a quiet linguistic shift has taken root. Many white male educators – often in leadership roles, often well-meaning – are talking less about diversity, equity, and inclusion (DEI) and more about belonging. At first, it sounds like progress. Who could possibly argue with belonging? It’s warm, inclusive, even healing.

But beneath that linguistic comfort lies something more complicated. When white male educators embrace “belonging” while sidestepping conversations about diversity, equity and inclusion, they risk participating in a subtle but powerful form of avoidance – one that centres comfort over accountability, and cohesion over justice.

The Appeal of ‘Belonging’

There’s no denying the emotional resonance of belonging. Everyone wants to feel seen, valued, and part of a community. The word signals care and connection – qualities deeply needed in our schools.

Yet belonging, in its current popular use, carries a kind of neutrality that makes it especially attractive to those uncomfortable with conversations about race, power, and privilege. It sounds universal and non-political. It doesn’t demand that we ask who has been excluded, whose histories have been erased, or whose comfort is prioritized.

For many white male educators, “belonging” feels like safer ground. It lets them express empathy without stepping into the uneasy territory of systemic inequity. It invites community-building without requiring structural change.

But that safety is precisely the problem.

What Gets Lost When We Skip DEI

Belonging, when untethered from the work of diversity, equity, and inclusion, risks becoming a hollow promise. It shifts the focus from systems to feelings – from justice to comfort.

  • Diversity asks: Who is here? Who is missing? 
  • Equity asks: Who has access to opportunity and resources? Who are the gatekeepers? 
  • Inclusion asks: Whose voices shape our culture and decisions? Who is being silenced? 
  • Belonging, in its best form, should ask: How do we ensure everyone feels valued within equitable systems? 

But too often, belonging is invoked instead of those questions, not because of them. It becomes a way to soothe rather than to solve – a way to look caring without confronting the root causes of exclusion.

In that sense, “belonging” can function as the linguistic comfort food of educational leadership: it fills us up emotionally but leaves the deeper hunger for justice untouched. In other words, it is a plaster on a problem, the problem just becomes hidden.

The Silence of Power

Language choices are never neutral, especially when made by those in positions of authority. White male educators still hold disproportionate power in most educational spaces – whether as principals, governors, professors, or thought leaders. Their voices shape what counts as acceptable discourse.

When those voices go quiet around diversity, equity, and inclusion, the silence speaks volumes. It signals to colleagues and students that DEI is passé, divisive, or optional. It allows institutions to drift away from equity work under the comforting banner of belonging.

And when belonging becomes the new vocabulary of leadership, it risks recentring white male experience – transforming a call for justice into a call for harmony, where discomfort is avoided rather than embraced as part of growth.

This silence doesn’t just maintain the status quo; it legitimises it. It says, “We care, but not enough to change.”

The Cost of Comfort

The consequences of this linguistic shift are real.

  • DEI initiatives lose funding or visibility because “we’re focusing on belonging now.” 
  • Educators of colour are asked to “bring everyone together” instead of naming inequity. 
  • Students from marginalised backgrounds hear that they “belong,” but still experience microaggressions, biased pedagogy, and uneven discipline. 

The rhetoric of belonging, when detached from diversity and equity, offers inclusion without transformation. It becomes a story we tell ourselves about progress, even as the systems of inequity remain intact.

True belonging is not created through slogans, surveys, or drop down days. It grows when power is redistributed, voices long ignored are amplified, and systems are redesigned to ensure fairness. Without that foundation, belonging is little more than an emotional gloss over structural inequity (or some pretty icing on some stale cake).

A Call Back to Courage

None of this is to say that belonging doesn’t matter. It matters deeply. But belonging must be built on top of equity, not in place of it.

White male educators, in particular, have a responsibility to stay in the discomfort – to speak not just about togetherness, but about justice. Silence is not neutrality; it is complicity. And shifting the language without shifting the practice is not progress – it’s retreat.

Belonging that is worth having will always be born from honesty, from the willingness to look directly at inequity and to act against it. It requires courage, humility, and a refusal to choose comfort over truth.

A Final Thought

If we are serious about belonging, then we must be serious about diversity, equity, and inclusion. Because real belonging does not come from soft language – it comes from hard work.

Belonging without equity is not inclusion.
It’s avoidance dressed as empathy.

The challenge for white male educators – and indeed, for all of us – is to ensure that our words do not outpace our courage. 

Thus, we must become more conscious of who we are when we are doing DEIB work, we must be confident we are tackling problems and not causing further harm, we must be competent in navigating each layer of our workplace culture as belonging is only surfaced when diversity, equity and inclusion are established and embedded in the foundations.


Defying Gravity: The Moral and Systemic Corruption of the UK - A Wicked Retrospective

Adrian McLean portrait

Written by Adrian McLean

Ambassador of Character, Executive Headteacher, TEDx Speaker, BE Associate Trainer & Coach, Governors for Schools Trustee, Positive Disruptor

My family and I were like most people across the country. We had been waiting for the new Wicked film to drop. We booked release day and went in ready for the spectacle. The film delivered what we expected: strong performances, sharp visuals and a story that still hits. But I walked out thinking about something else entirely. Beneath the entertainment sat a message about power, belonging and corruption that felt uncomfortably close to home. That is what pushed me to write this piece.

Wicked lands because it shows how fear, pressure and status can twist people who start with decent intentions. You watch two leaders take different paths, both shaped by the same system that rewards silence and punishes dissent. That world is fiction, but the pattern matches the UK’s struggle with Diversity, Equity, Inclusion and Belonging (DEIB). When a system prizes comfort over justice, virtues start to warp into vices and inequality becomes normal.

The Emerald City and the Illusion of UK Stability
Elphaba is excluded from the start. Her difference becomes a tool for control. The Wizard turns that fear into policy by stripping the animals of their rights. Oz calls itself prosperous, but the shine hides a rotten core.

The UK does the same. The claim of stability masks persistent, recorded inequities. Black Caribbean pupils are still excluded from school at far higher rates than White British pupils, which fuels the Schools to Prison Pipeline. Minority ethnic jobseekers continue to submit far more applications for the same employer interest. Data from the Social Metrics Commission shows Black and minority ethnic people are more than twice as likely to experience relative poverty and face higher exposure to fuel and food insecurity. None of this is new. It is repeated in every major review that looks at structural inequality.

The pattern is simple. Exclusion begins with a label, then becomes a story, then becomes a policy. When a state or organisation frames a group as a threat to stability, belonging becomes conditional and rights become flexible. Oz had the silencing of the animals. We have exclusions, unequal labour market outcomes and cost of living impacts that fall hardest on the same groups every time.

Virtues Turned into Vices
Wicked shows that the Wizard’s regime survives because people with influence let their virtues bend under pressure. They do not wake up intending to harm anyone, they drift into it.

Glinda thrives because she is charming and quick to connect. Her core virtue is affability. She wants harmony, status and approval. Under pressure, this slides into moral silence. She denies Elphaba to keep her place in the system and tells herself that compromise keeps things stable.

The UK has Glindas’ in politics, business and education. These are the institutional centrists who talk about fairness without taking risks that would cost them capital or access. They avoid reforms that would unsettle sponsors, investors or senior colleagues. When DEIB becomes politically inconvenient, they retreat. Their instinct for consensus turns into complacency and the result is stalled progress. 

Elphaba’s driving virtue is conviction. She sees injustice and refuses to look away. She fights for the animals when no one else will. Under pressure, this hardens into isolation. She stops listening and her stance becomes so rigid that her allies shrink back. The regime uses that isolation to paint her as the problem.

The UK has Elphabas in social movements, school leadership and community activism. They push equity forward when institutions resist. The risk is that their conviction becomes inflexible. When leaders hold the line alone, they become easy to discredit. They get written off as difficult, extreme or disruptive, even when their claims are evidence backed.

The Wizard builds his authority by shaping the story people live inside. He presents order, progress and unity. Behind the curtain is manipulation and fear. His virtue is charisma coupled with organisational skill. Under pressure, this becomes populism. He manufactures enemies to distract from his failures.

The UK has seen its own operators of conformity. The rise of symbolic politics is one example. The volume of flags, organisational figureheads and public posturing has increased while pay gaps, attainment gaps and poverty rates keep widening. It is easier to demand visible allegiance than to fix structural problems.

A core tactic in this pattern is the creation of a convenient scapegoat. In Wicked, the Wizard convinces the public that Elphaba is responsible for every disruption in Oz. The accuracy of the claim is irrelevant. The story does the work. Parts of UK discourse follow the same script when complex economic pressures are reduced to a simple claim that immigrants are the cause of national strain. This persists even when economic data shows that immigration contributes net labour, tax revenue and essential workforce capacity. The point is not evidence. The point is to give the public a target that keeps attention away from systemic failure. When critics raise equity issues, they are dismissed as divisive or ideological. This mirrors the way the Wizard and Madame Morrible brand Elphaba as wicked to steer attention away from his regime.

Defying the Wizard: finding the mean
Elphaba’s turning point comes when she stops running and confronts the system head-on. She rejects the false choice between silence and isolation. She does not become Glinda. She does not become a fanatic. She chooses the difficult mean between the two.

The UK needs the same shift. Our current system rewards leaders who avoid conflict or leaders who burn out fighting it alone. We need leaders who will act before the next inquiry or crisis forces their hand. That requires policy choices that tackle the structural inequities we keep measuring but rarely fix.

Three moves that will help to shift the system.

  1. Mandatory and enforced pay transparency
    Ethnicity and disability pay gap reporting should match the current gender reporting model with annual publication and mandatory action plans. This exposes the blocks that keep certain groups stuck at the bottom of organisational hierarchies. When data is public, silence becomes harder and accountability becomes real. This cuts off the pattern where affability turns into complacency. 
  2. De-biasing the talent pipeline
    Hiring and promotion systems need unbiased review at the early stages and consistent scoring frameworks at later stages. Several public bodies and trusts have already piloted these methods with measurable gains in fairness and diversity. The point is not ideology. It is basic organisational integrity. Merit cannot be judged if bias enters the process before talent is seen. This stops conviction from becoming isolated because people no longer have to fight as lone moral actors to access opportunity. 
  3. Anchoring belonging in policy
    Belonging cannot remain an aspiration or marketing phrase. It needs to sit inside the cost of living strategy, local authority funding decisions and NHS workforce plans. Policies should undergo Equality Impact Assessments (EIA) that account for race, disability, gender and income as a minimum. The data already exists. The gap is political will. Without structural safeguards, the same groups get hit first every time the economy tightens.

The most potent lesson from Wicked is that silence and fear serve the powerful. Until the core structure of the UK (Emerald City) is challenged, the wicked labels, the resulting inequalities and the denial of Belonging will persist.

Call to Action

Belonging will not grow by itself. It grows when people stop accepting shortcuts, scapegoats and silence. 

  • Challenge claims that have no evidence. Look at the data, not the headline. 
  • Ask leaders for the numbers behind their decisions and push for policies that close gaps rather than mask them. 
  • In workplaces, demand transparent reporting, fair recruitment and consistent standards. 
  • Back colleagues who raise equity issues instead of leaving them exposed. 

These steps are not dramatic, but they are the ones that stop a society falling for the Wizard’s story and start shifting it toward something fairer.


#RENDBristol - a day of hope, connectivity and solidarity.

Hannah Wilson portrait

Written by Hannah Wilson

Founder and Director of the Belonging Effect (formerly Diverse Educators).

Another Saturday… another grassroots event… this time I co-organised and co-hosted the inaugural #REND event in Bristol. 

My friends and family who are not in education do not get it – ‘Why do you work on Saturdays Hannah?’ I get asked regularly when challenged about my work life balance. My reply is often the same – it does not feel like work when it is driven by purpose and passion. And the work is too important and too urgent – how else would we get 100 people together to talk about racial equity?

So when Domini and Rahima reached out to me in early June and asked me to join them in co-organising the first REND event in the SW, my answer was a firm yes. Having attended multiple #REND events in Luton, Birmingham and London, it was great to be holding one closer to my home in Bath. As a friend of Sufian and a supporter of Chiltern Learning Trust I wanted to help them mobilise the movement to other parts of the country to help spread the word. 

Brought up in North Devon, I also always love delivering DEIB training and supporting educational organisations in the South West with their DEIB strategy. When we talk about legacy, my hopes are to grow consciousness, confidence and competence in DEIB matters in the less diverse parts of the country. We all know that the shires and the white-majority parts of the country need these events and these conversations as much as the cities and the more diverse parts of the country.

Once we got the green light from Sufian to start planning we began to plan the event. Having all attended the black-tie Friday night events we wanted to disrupt things and try a different model to make it more inclusive and more accessible to attend. So we decided to pilot a lunchtime event instead. Furthermore, instead of a dress-up event and a formal meal we went for a more casual affair and a DIY approach. We realised quite quickly how much work we were taking on so we reached out to Tanisha to join the organising team. A big thank you from all of us to Jo and the team at Cotham School for generously hosting us and for so many of the staff who rolled up their sleeves at the event. 

Our approach thus meant that we did not need to secure large sponsors – we wanted the event to be grassroots and we were keen to elevate the small orgs, charities/ CICs and individuals doing the work in our region – hence we built a marketplace into the event flow. A massive thank you to our exhibitors who supported the event: Belonging Effect, Cabot Learning Federation, Courageous Leadership, HGS Education Ltd, Jigsaw Education Group, PGS Educators, SARI, Somerset Research School , South Gloucestershire Race Equality Network and Teacheroo.    

Curating the line-up of speakers – we were committed to amplifying a local headteacher, a regional academic, best practice from Wales alongside national thought leaders, role models and researchers. We mapped out how many speakers we could fit into the schedule and landed on part 1 with 3 speakers before our Caribbean lunch and part 2 with 3 more speakers post-lunch. We have so much appreciation for our speakers for the work they do, for travelling to join us on a weekend and for speaking for free: Canon David Hermitt, Del Planter, Diana Osagie, Lilian Martin, Dr Marie-Annick Gournet and Sufian Sadiq. (For reference the slide deck from the main hall is here). 

With all of the details confirmed we then began to market the event on our socials and across our networks. Our call to action was simple: “Following on from the sell out Racial Equity: Network Dinners launched by Chiltern Teaching School and continued around the country we are delighted to announce the arrival of the event in Bristol. The Racial Equity: Network Dinner is an opportunity for people across the education sector who share and appreciate the importance of racial equity, to come together to celebrate, network and enjoy a delicious meal”. 

Our target was to bring 100 people together for our first event and we were only a few people shy on the day – our challenge now is to get everyone to return to our next event and bring someone with them who needs to be in the room to hear the messages that were shared.  

The day was a whirlwind: from blowing up balloons, to laying the tables, serving the food, to greeting our speakers and holding space for our guests – the time disappeared quickly. It was brilliant to see so many familiar faces in the room, to meet virtual connections in person and to connect with new people from the area who are committed to making educational space more inclusive, more representative and ultimately safer for our global majority communities and colleagues. 

Thank you for the positive feedback we have already received:

  • Fern Hughes: “With 100 brilliant attendees, the room was full of purpose, passion and powerful conversation. Networking and connecting with so many inspiring people working across education — a sector close to my heart — made the day even more meaningful”.
  • Adrian McLean:#REND Bristol did things in style! Expertly arranged by Domini Choudhury Tanisha Hicks-Beresford Rahima Khatun-Malik & Hannah Wilson – we left with full hearts and a full belly!” 
  • David Stewart: “I’m not one for networking events. I find them superficial, surface-level, and inauthentic. But today completely changed that. Today I was invited to the REND Bristol event — the passion, authenticity, and energy brought by the exhibitors, guest speakers, and organisers was outstanding. Conversations were deep and particularly meaningful. Every speaker shared their story with pride and optimism for the future, and the organisers made the entire day run seamlessly”.
  • Saima Akhtar: “Race equity work in education is not just important, it is transformative. It shapes futures, dismantles barriers, and creates spaces where every learner can thrive. As educators and advocates, we carry a profound responsibility to drive this work forward with urgency and courage. The progress we make today will define the opportunities of tomorrow. The conversations and energy in this space never fail to inspire me, but today, thanks to REND, I feel like my inspiration has had an energy drink! Let’s keep pushing boundaries, challenging norms, and ensuring that equity is not just a vision but a lived reality for every child”.

So what’s next?

If you attended we would love to hear your feedback – including what worked and what we can improve at a future event – please do complete the feedback form: REND Bristol Saturday 22 Nov 2025 feedback. Domini, Rahima, Tanisha and I are then meeting next weekend to review the event and the feedback to confirm our next steps as we want to keep the connections, the conversations and the momentum going.

In the meanwhile, you can join the conversation on LinkedIn – we have a #REND networking group here and we have collated all of the #RENDBristol reflection posts here. If you are not on Linkedin then you can join our private community space on Mighty Networks and find the #REND community group here.    

We have also created a page on the Belonging Effect’s website for more information about #REND events around the country (it will be updated over the coming weeks). Ann, who joined us as a delegate in Bristol, is hosting #RENDLondon on Friday 12th December – you can book a ticket here.

For people who live and work in Bristol, we would love to see you at our #DiverseEd Hub – Tanisha and I host it at the Bristol Cathedral School each half-term, our next meet up is after school on Wednesday 3rd December.  

When I relocated to Bath in 2023, we hosted a #DiverseEd event at Bridge Learning Campus in Bristol. We are delighted to be hosting our next regional #DiverseEd event at IKB Academy in Keynsham on June 13th. Get in touch if you would like to exhibit/ facilitate a session – the line-up will be confirmed in the new year. 

Some final signposting:

  • I chatted to a few people about Black Men Teach, you can find them and 200+ other orgs supporting schools, colleges and trusts in our DEIB Directory
  • We would love to publish some more blogs reflecting on the themes from the event, please email me with any submissions. 
  • Hopefully you got to say hello to Adele from Teacheroo – we collaborate on a jobs board with them to connect diverse educators with settings who are committed to the work. We host free adverts for vacancies for ITTE, DEIB / anti-racist leaders and for governors/ trustees – do get in touch if we can help you promote career development opportunities with our network. 

Thank you to everyone who attended and supported #RENDBristol – we look forward to sending out more follow up information and opportunities from our speakers and exhibitors from this event and to reconnecting soon.


A Safe, Professional DEIB Network for Educators

Jo Brassington Portrait

Written by Jo Brassington

Jo Brassington (they/them) is a former primary school teacher, the co-founder of Pride & Progress, and the co-author of Pride & Progress: Making Schools LGBT+ Inclusive Spaces. They work with schools, universities, and charities primarily around LGBT+ inclusion, trans awareness, and children's mental health.

In the first year of my teaching career, my mentors and school leaders gave me lots of great advice as a new, early career teacher. One suggestion in particular confused me at the time, but went on to have a huge, positive impact on both my teaching practice and my career.

During an early-morning chat, my headteacher told me I should join Twitter. I’d used Twitter before, but never in a way that could support me professionally. I was sceptical at first, but about a week later, sitting alone in my classroom after school, I downloaded the app and made myself a new account.

In the weeks that followed, I began connecting with other educators on “teacher Twitter” and slowly built a network. Very quickly, I understood why my headteacher had recommended it. Back then, Twitter was an engaged and empowering space for teachers. You could find educators interested in the same aspects of teaching as you, share resources and ideas, ask questions, exchange advice, and genuinely become better educators together. It felt like a huge, supportive staffroom online – somewhere safe, generous, and collaborative. I learned so much from the people I met there, and that network made me a better, more informed teacher.

When I look back at my career, so many of the things I’m most proud of can be traced back to that space. I became a better teacher through connecting with people like Becky Carlzon on Twitter. I started Pride & Progress with my colleague Adam, who I met on Twitter. And now I’m a Lead Associate for Belonging Effect—another connection first made (you guessed it) on Twitter.

Twitter for teachers was brilliant… until it wasn’t. I don’t need to document the downfall of the digital town square—chances are you witnessed it yourself, or read about it in the news. The platform doesn’t exist under the same name anymore, and neither do the positive values I’ve described. Like many teachers, I eventually deleted my account. It became a space filled with hostility, and it was no longer a safe space for meaningful conversations about diversity.

Losing that vibrant professional community has been a real loss. I tried moving to other platforms, but nothing felt the same. And I’ve had countless conversations with teachers who, like me, are still missing that engaged, supportive online staffroom. 

Aware of this gap, we at Belonging Effect have been working to co-create a solution. A while ago, we opened a network space on Mighty Networks under our previous name, ‘Diverse Educators’. Mighty Networks allows you to build your own networking space, shape it for the needs of your community, and most importantly – keep it safe. Following our rebrand earlier this year, we’re now working to re-energise that space.

The Belonging Effect Network is a safe, professional networking space for those working in education to connect and discuss Diversity, Equity, Inclusion, and Belonging. It’s a closed network, and new members answer a few questions before joining – this helps keep the space safe for our community. Through the app or web-browser, you can access what looks like its own social networking space. Inside, you’ll find blogs, books, resources, events, and identity-based networks to support different communities. Our hope is that this becomes the supportive online staffroom so many of us have been missing—but it will only thrive if the community is active and engaged.

If you’d like to help us rebuild the kind of professional networking space that teachers need – and if you’re looking for a supportive, values-led network yourself – then join the Belonging Effect Network today. You can find out more and sign up here. Better still, invite colleagues who you think might be interested by sending them this blog. 

We hope to see you in the Belonging Effect Network soon. 


Seen, Valued… and Able: Designing Classrooms for Social and Academic Belonging

Tricia Taylor portrait

Written by Tricia Taylor

With more than 25 years’ experience teaching and leading in schools across the UK and the USA, Tricia founded TailoredPractice to bridge the gap between research and classroom practice. Driven by a passion for making learning work for everyone, she now partners with schools worldwide to translate cognitive science into practical strategies that challenge and support all learners. A regular Learning & the Brain Conference speaker and author of Connect the Dots: The Collective Power of Relationships, Memory and Mindset, she is also Head of Teaching and Learning at Mallorca International School.

Belonging isn’t separate from academic teaching. Strategies that build knowledge—when done correctly—also build belonging.

A heartfelt card from reception (kindergarten) child to a headteacher, which says: “I love it how you always pay attention to me when I am talking.”

I know the headteacher who received this on the last day of term. She kneels to students’ height, meets their eyes and listens without rushing. It’s powerful when that’s modelled from the top. Behind the scenes, great leaders, like this one, also put systems in place so belonging is as much social as it is academic. Yes, we greet students at the door AND we also design routines, teaching strategies and feedback structures that help every students feel seen, valued and able to learn.

Belonging has two strands

In school, when we talk about ‘belonging’, we often focus on the social—names, greetings, being known. That matters. But students also need academic belonging: the steady sense that their thinking belongs here, that they can see what ‘good’ looks like, and that there’s a fair and achievable route to get there. The strands work best together: warmth without stretch becomes ‘nice but low challenge’; stretch without safety shuts down risk-taking.”

  • Social belonging: feeling accepted, respected, included, and emotionally safe with peers and adults.
  • Academic belonging: feeling like a valued, accepted and legitimate member of the subject community—“people like me do this work here”—with clear expectations and support to succeed.

Students’ experiences of race, language, gender or identity can shape whether they feel safe and legitimate in the classroom community, socially, emotionally and academicially. As Glenn Whitman from the Center for Transformative Teaching & Learning writes, “Belonging is not a monolithic thing you either have or don’t have … each student will feel a sense of belonging in some spaces but not others.”

Barriers to belonging (what we saw)

This year, when the teachers and I brainstormed barriers to belonging, we could see both social and academic situations when students lack that sense of belonging. 

  • Social (& emotional) barriers. Mispronounced or shortened names; not knowing who to sit with at lunch; wondering “Does my teacher like me?”; cliques and subtle hierarchies; loneliness; curriculum or displays that don’t reflect students’ identities; inconsistent behaviour norms — “I don’t know how to act here”; lack of trust that it’s safe to be yourself.
  • Academic barriers. Unclear success criteria; errors made public with no way to repair; low-challenge tasks that signal low expectations; speed mistaken for worth while the class moves on; English as an additional language without scaffolds; risky participation structures (like round-robin reading or hands-up dominance); tracking/setting that labels students.
  • When they overlap. Participation feels risky or pointless; attention shifts to self-protection and working memory overloads with worry. The result is less learning.
What students say works

When teenagers describe classes where they belong, two themes surface. They feel they belong when (1) teachers intentionally build trust and peer relationships, for example, using seating to encourage peer interaction rather than as punishment—and when (2) teachers use supportive structures: rehearsal before sharing (turn-and-talk), specific and actionable feedback, clear scaffolding of complex concepts, and treating wrong answers as opportunities for growth rather than labels of who is “smart” or “dumb.” (Keyes, 2019). Together, these strategies draw in students who might otherwise hold back—socially, emotionally, and academically.

Classroom strategies — a dual purpose

Have a look at these common high-impact strategies for budding knowledge and see how—when done correctly—they also create a sense of academic belonging:

Strategy
What is it?
How it connects to belonging
Spaced retrieval Short, low-stakes questions on prior learning, spaced over time (no peeking). Early wins and visible progress show “I can do this here.” Thinking hard to retrieve is valued over ‘the right answer’.
Hands-down questioning (Question → pause → name) Ask, wait 3–5 seconds, then invite a student by name. Protected think time; wider participation beyond the quickest hands.
Oracy (talk partners) Structured partner talk with sentence stems and rotating roles. Every voice rehearsed, heard and valued; confidence and precision to share ideas increases.
Checking all for understanding
Mini-whiteboards, exit tickets, “show me” checks—then adjust teaching. Everyone’s thinking counts; mistakes become next steps, not labels. My teacher is paying attention to my progress.
Make them routine

Belonging grows when school feels reliable: steady relationships, clear expectations, visible support, fair access. That happens when our best strategies run as predictable routines. Predictability lowers anxiety, frees working memory and signals a way in… every lesson.

Let’s take a popular strategy like the Do Now — a 2–3 minute starter students begin immediately on entry. Four quick steps:

  1. On screen before entry: three retrieval questions (last lesson / last week / last month).→ students walk in knowing what’s expected. The clarity signals: “There’s a place for me here.”
  2. Students get straight to work: 2 minutes of quiet thinking and recording answers.→ Everyone has something they can attempt. Early wins show: “I can do this.”
  3. Teacher scan: circulates, glances at responses, offers a quick prompt or encouragement, and notes who might need support.→ The teacher is paying attention; my thinking matters.
  4. Whole-class spotlight: share one item together; mistakes are treated as part of the process.→ Errors aren’t labels; they’re part of learning. Students feel safe to take risks.

Same time, same steps, every day: the routine creates early wins and builds academic belonging.

Leaders set the tone 

When a school leader models real attention—and builds systems so every adult does the same—students sense they matter. In the lesson, they run a simple test: Can I see what “good” looks like? Do I have a fair shot at producing it here? Is someone paying attention to my thinking? Good design lets them answer yes, yes, and yes.

So leaders, If belonging is an initiative in your school, make sure the strategies you model in professional development build belonging socially and academically. It’s not either/or — both matter.

Further Reading
  • Keyes, T. S. (2019). Factors that promote classroom belonging and engagement among high school students. School Community Journal, 29(1), 171–200. (Student interviews highlighting the importance of trust, supportive participation, and error-as-learning.) Link

  • Lawrie, S. I., Carter, D., et al. (2025). A tale of two belongings: Social and academic belonging differentially shape academic and psychological outcomes among university students. Frontiers in Psychology. Link

  • Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), 82–96. Link

  • Whitman, G. (2024). Setting the Conditions for Learning: Why Belonging and Great Teaching Always Matter. Center for Transformative Teaching & Learning. Link


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