The Quiet Power of belonging: Understanding how children Connect to School
A research study reveals that belonging in the early school years isn’t always about active engagement, but often stems from simple familiarity, safe spaces, and quiet observation.
Researchers investigated how children experience belonging at school, moving beyond customary notions of active participation. They discovered three distinct levels through which children perceive relationships: seeing, being with, and doing.
Many children find a sense of belonging simply by seeing trusted figures, like a teacher.One child depicted her teacher as a comforting house with a heart, stating she felt like she belonged when she saw them, even without interaction. Others felt connected through being with peers – simply existing in close proximity, not necessarily engaging in play. While active doing - playing, drawing, running - is frequently enough prioritized in school programs, the study highlights the crucial importance of these quieter forms of connection. Quiet companionship might potentially be more impactful than we realize, and some students may actively prefer it.
The Physical Surroundings Matters
The study found that 40% of children linked belonging to specific locations within the school. These spaces fell into two categories: security and agency. Book corners offered a safe retreat, while playgrounds provided autonomy and choice. Even a single tree on the school grounds could evoke a feeling of belonging for some.
Schools that foster belonging intentionally create a diverse range of spaces: busy social areas, quiet retreat zones, and semi-private spots for observation.This variety acknowledges and caters to the different needs of each child.
Predictability: A Cornerstone of Belonging
A striking 73% of children connected belonging to familiarity - consistent routines, familiar faces, and predictable activities. The simple act of seeing the school building itself could trigger a feeling of security and belonging.Predictability and consistency are not just about order; they are essential building blocks of belonging.
The Research Approach
To explore this concept, researchers, led by Cassie Hudson, first read children the story “Mia Belongs Here,” focusing on belonging within a home context. This provided a framework for understanding the concept without influencing their responses about school.Children were then asked to complete the sentence “I feel like I belong to school when…” through drawings and accompanying explanations. This multi-modal approach - visual, written, and verbal - allowed for nuanced expression of complex feelings.
Practical Implications for Educators
This research suggests that fostering belonging doesn’t always require elaborate interventions. Many children naturally build belonging through engagement with familiar elements, safe spaces, and the freedom to choose their level of social interaction.
Key takeaways for schools include:
* Protect unstructured play time: Both solitary and social play are valuable for belonging, and children should have the agency to choose how they participate.
* Create predictability: Consistent routines, timetables, and seating arrangements provide a sense of security.
* Recognize diverse social needs: Some children thrive on active engagement, while others benefit from simply seeing familiar faces.Both approaches are valid.
* Design intentional spaces: Offer a variety of environments – busy social areas, quiet retreats, and cozy corners – to cater to different preferences.
Ultimately, fostering belonging in the first year of school is critical, as it sets the stage for future academic success, friendship formation, and the advancement of resilience. As one five-year-old’s Lego drawing illustrated, belonging isn’t about conforming; it’s about finding your way to connect and feel secure.
