Educators can sense when that time of year is coming—well before school supplies flood store shelves. August brings with it a familiar mix of anticipation and anxiety. Teachers wonder: Did I get the grade level switch I wanted? Was that challenging student I was concerned about placed in my class? Students wonder: Did I get Ms. Gibson for homeroom? Will I be in biology with my best friend, Mia?
As we navigate the ebbs and flows of a new school year, here’s what we do know: Those first weeks will test everyone—students and educators alike. Teachers will work tirelessly to establish routines and expectations, while students will attempt to adjust to new classrooms, classmates, and courses.
Amidst it all, there’s one thing that can mean the difference between thriving and merely surviving this school year: belonging.
Studies show that student attendance, academic achievement, and social-emotional wellness increase when students feel a sense of belonging (Korpershoek et al., 2020). Even the adults in the building are affected. One of the top indicators of teacher and administrator longevity isn’t school amenities, well-behaved students, or outstanding PTA support—it’s belonging. Teachers stay at schools where they feel like they belong (Schantz, 2024).
Does every student in your school have a trusted adult who knows and cares about them? Who is glad they showed up?
Abraham Maslow (1943) identifies love and belonging as essential to self-actualization: Everyone needs to feel valued in their community. This brings to mind the theme song from Cheers: “Sometimes you wanna go where everybody knows your name, and they’re always glad you came.” Let that be your benchmark: Can every student in your school pass the “Cheers” test? Do they have a trusted adult who knows and cares about them? Who is glad they showed up?
The Three Basics
Relationships are the fuel for belonging. Through decades of experience as educators (Mike, a school counselor, and Nita, an instructional coach/teacher), we have identified several strategies to ease the transition into a new year. While not necessarily groundbreaking, these practices bear repeating.
1. Prioritize relationships.
Start with the premise, “At their core, all students want the same thing; voices heard, faces seen, and feelings validated” (Creekmore & Creekmore, 2024). Intentionality is key in cultivating positive relationships with your students. Put aside those other 1.5 million tasks to focus on the kids—the humans—in front of you. What might this look like?
- Learn the names and correct pronunciation of every student by the end of the first two weeks. And not just the students in your classes—learn the names of those closest to them that they talk about.
- Greet your students at the door. Research shows this low-risk, high-reward action creates a sense of belonging and reduces students’ and teachers’ stress levels at the start of the day (Cook et al., 2018).
- Conduct weekly check-ins, especially with students who appear to be struggling. Look for signs of isolation, lack of connection with peers, or disinterest in social interactions. If something seems off, be proactive in finding out more. Early intervention(s) can move a student from a lonely island to a loving community.
2. Engineer your classroom for connection.
Recent sociopolitical shifts have significantly impacted students’ sense of belonging (Peetz, 2024). Though some teachers are being directed to remove their “All Are Welcome Here” signs, it’s crucial to double down on belonging where it matters. Belonging happens through intentional effort, not by accident. Students are more likely to contribute to their school communities when they feel like they’re part of those communities. What might this look like?
- Hold weekly meetings with your class (or classes) that focus on problem solving, social-emotional learning, impromptu check-ins, and celebrations. This may take on a different vibe in middle and high school, but the basic idea remains: Build in time to casually connect with your students.
- As you get to know your students, incorporate their cultures, interests, and even home languages into your lessons. Teach those interests and words to the whole class.
- Provide opportunities for collaborative learning so students can converse, connect, and build relationships with one another.
3. Measure (and leverage) what matters.
Despite our best efforts, some students still struggle with belonging. Yet we can’t improve what we don’t track. Fortunately, several indicators offer insight into a student’s sense of belonging.
- Attendance: When students feel like they belong, they come to school. No matter the grade level, student attendance tells a story. It’s up to teachers and counselors to interpret what a student’s frequent absences mean.
- ABC (Antecedent, Behavior, Consequences) Data: Data gathered through behavioral observations can help teachers, administrators, and other staff understand a student’s whole story and collaborate on interventions that can improve their wellness and belonging.
- Student Voice Surveys: Ensure you have access to your school or district’s survey data on student belonging. In our district, we use a quick multi-question, multi-dimensional survey. School administrators and counselors typically disaggregate the data to determine Tier I, II, or III interventions.
- School Counselors: School counselors are emotional first responders. They are key to both crisis prevention and intervention. But as with any first responder, they have to be available to respond. Classroom lessons, small groups, individual counseling, peer mediation, family meetings, and assisting in emergencies are just a few ways counselors serve students. Yet when counselors are bogged down with tasks like cafeteria duty, test coordination, or substitute teaching, they’re unavailable for what matters—and students’ needs aren’t met.
Strategic Work
Belonging is strategic work. As Doug Fisher and Nancy Frey explain, “Belonging can’t be left to chance: When we center it in our work, the social capital of the entire school community grows” (2024). Schools with strong cultures of belonging experience multiple positive outcomes (Korpershoek et al., 2020).
Once you’re deep into back-to-school planning, countless meetings, and district trainings, ask yourself: How am I going to make my students feel like they belong? Then check in on your progress: Do my students know I’m genuinely glad they came? Your answer to that question can serve as your guide to making sure all are truly welcome.
Every Connection Matters
A practical guide to the ins and outs of building, maintaining, and restoring positive and productive relationships in schools.
