Sam Aiston

Concepts like 'belonging' have always been important in high quality school experiences. But it's also important to remember that belonging is a goal we obtain by multiple methods that are often overlooked: safe, predictable, public spaces; well-known routines; clear boundaries for all; professional admin and data systems; clear expectations tied to high standards; the awareness that both you, and everyone else, matters. Without these foundations, no one feels like they belong anywhere. In this light, perceived belonging- or identifying with the school community- is a marker of school success, not a strategy itself. It is not a weary procession of boxes ticked: 'we had an assembly on belonging'; 'we have posters saying how much we care'; 'we have belonging champions in every year group.' Feeling like you belong is a hard journey for some kids who never have, anywhere. Getting them there takes a lot of time, systems, and revisiting. I mention this because I often see, in the rush to meet a new abstract like inclusion, or high standards, or equity, schools tripping over themselves trying to meet the target and forgetting that the target isn't the strategy.