Why the sense of belonging is important for schoolchildren - Matt Bromley

On a recent trip to York I ventured into the Poetry Pharmacy, an intriguing new shop on Coney Street. Rather than prescribing pills to alleviate ailments, they dispense verse. As well as traditional volumes of poetry, they sell rows of pill bottles containing lines from poems rolled up into capsules. The jars have titles like ‘Hope’, ‘Love’, and ‘Joy’.

But the one that caught my eye was labelled ‘A Sense of Belonging’. It got me wondering what the active ingredients of such a medicine would be - what components compound to create a sense of belonging?

It seemed a pertinent question because, during my trip in York, I also read two separate newspaper articles which claimed schools were failing to include disadvantaged pupils. The first cited an independent inquiry that had concluded schools need to do more to help white working-class students. Just 36 per cent of white pupils eligible for free school meals achieve at least a grade 4 in English and maths GCSEs, compared with 72 per cent of their non-disadvantaged peers. The inquiry said this was not simply an issue of ethnicity, but one of entrenched poverty, place and opportunity.

The second article cited new figures showing around a third of disadvantaged white pupils in England are reading below the expected level for their age. A child who cannot read well by the time they leave primary school is not only disadvantaged academically; they’re denied access to almost everything education promises: confidence, independence, opportunity and a fair chance in life.

The question is not whether these children can succeed. They can. The question is whether we are prepared to give them the conditions they need to do so. And it’s not about pitting one demographic against another – I’ve written in this column before about the comparatively small effect ethnicity has on pupil outcomes when we account for socio-economic context and SEND.

Rather, it’s about ensuring every child is given the chance to succeed. And fundamental to all this is belonging – ensuring every child, regardless of ethnicity, social class, starting point, and need, is seen and heard and valued and respected, and able to participate fully in school life.

So, here’s my idea for the side of that pill bottle: Unconditional welcome (25 mg) - The message: You are seen and heard here. You matter here. Psychological safety (20 mg) – The freedom to ask questions, make mistakes, disagree, and be oneself without fear of ridicule or exclusion. Connections (20 mg) - At least one adult who knows the pupil well, notices when they’re absent or behaving differently, and advocates for them; and peer friendships and positive social networks. Respect and recognition (15 mg) - Being known beyond attainment – interests and identity, beliefs and aspirations – and everyday interactions that communicate everyone deserves our respect. Voice (15 mg) - Opportunities to contribute ideas and see those ideas can make a difference. Participation (15 mg) - Real roles, responsibilities, and leadership – not simply being in the building. Equity (12 mg) - Rules applied consistently while recognising different needs require different approaches. Inclusion (12 mg) - Difference is celebrated rather than merely accepted. No one is expected to leave part of themselves at the school gate. Agency and autonomy (10 mg) - Choice, ownership, and opportunities to shape one's life. Consistency and predictability (8 mg) - Reliable routines and responses that build trust. Shared purpose (8 mg) - Feeling part of something bigger – a community working towards common goals.

Together, these ingredients transform a school from a place a young person attends into a community of which they feel they are an integral, indispensable part.

Matt Bromley is CEO of bee and chair of the Building Equity in Education campaign. He is the author of numerous books on education. Find out more at http://bee-online.uk