Why belonging matters in schools

What happens when a child doesn’t feel they belong at school?

They stop putting their hand up. They skip lessons. They drift further away. From classmates, from learning, and from themselves.

And they’re not alone. A growing body of evidence shows that low belonging is one of the biggest barriers to attendance, behaviour and mental health in UK schools today.

The stakes: when belonging is low

Across the UK, belonging closely predicts outcomes:

• Attendance & motivation: School belonging is now directly tied to attendance, one of the most urgent challenges facing leaders. The DfE has made attendance a national priority, with Ofsted inspections increasingly scrutinising how schools are tackling persistent absence. When pupils feel connected, safe, and valued, they are far more likely to attend consistently. Reducing persistent absence and the associated safeguarding concerns (4).
• Behaviour at school: Where belonging is weak or inconsistent, behavioural issues are far more likely to emerge and escalate. Behaviour concerns were cited as the most pressing issue by 70% of teachers (5).
• Underlying causes: Disadvantaged children are twice as likely to feel they don’t belong and four times more likely to be excluded (6). For pupils with SEND, particularly those with autism or SEMH needs, belonging can be the difference between thriving and withdrawing. These pupils often report the lowest sense of belonging and the highest rates of exclusion. Prioritising connection and inclusion is not just supportive practice, it's a statutory duty under the SEND Code of Practice.
• Recognition & support: A 2023 survey of 10,000+ pupils in England found 37% felt they were not respected, supported, or recognised at school; half reported bullying or unfair treatment by peers, with 37% feeling it came from staff (7).
• Impact on Staff Workload: Low belonging doesn’t just harm pupils, it places additional strain on teachers and leaders. Behaviour incidents, disengagement, and exclusion procedures consume huge amounts of staff time and energy! Schools that proactively foster belonging reduce these pressures, creating calmer classrooms and more sustainable workloads.
• Mental health epidemic: Poor belonging also correlates with mental health struggles: students who lack school connection commonly report higher anxiety, depression, loneliness, and suicidal ideation.

Our programmes foster meaningful belonging, creating shared experiences, mutual reliance, and supportive peer relationships.

"Since coming to Outward Bound, teachers have seen them getting on better, they're more helpful to each other and the silly banter is disappearing as well, people are chatting more who I haven't seen chatting previously, helping each other out and finding each other more approachable." 

Jonathon Marks, Teacher, Tobermory High School, Isle of Mull.

Since returning, our learners have formed bonds with each other. Despite being in different classes and year groups, firm friendships have developed. Friendships and social interactions can be challenging for our learners, and this opportunity has increased social skills, empathy, and communication abilities. It has been incredible to see the confidence developed in our learners. 

Iona Mccroary, Principal Teacher and Specialist ASN Provision, Stirling Secondary Autism Provision at St Modan's High School, Stirling.

I learnt to just be yourself, be open and just chat to anyone; you are probably going to have common interests with at least a few people in your group. I think when I go to sixth form, there will be new people and I’ll feel relaxed about meeting and chatting to them. 

Millie, 15, speaking in 2023, two years after her Summer Adventure.

What this means for schools & leaders

When budgets tighten and scrutiny increases, belonging might be seen as peripheral. But the evidence is clear: belonging underpins everything else. It directly supports academic success, reliable attendance, behaviour management, emotional well-being, and sustainable outcomes.

Here’s how leaders can respond:

• Prioritise belonging in school culture: tie attendance and wellbeing strategies directly to fostering connection.
• Use data smartly: track belonging indicators via pupil surveys or wellbeing checks (an approach under consideration in Parliament with the Children’s Wellbeing and Schools Bill) (10).
• Address inequities: support vulnerable groups; SEND, disadvantaged pupils, ethnically minoritised groups proactively (11).
• Partner with Outward Bound: build pupils’ social cohesion, confidence, and collaboration with measurable, independent evaluation.

Conclusion

Belonging is more than a feel-good concept; it’s the foundation upon which schools can build achievement, resilience, and real transformation. When students feel they matter, they show up, focus, and believe in themselves.

Outward Bound helps fill the gap. When young people feel connected to their peers, trusted adults, and community, they learn where and why they belong.

Get in touch

With over 80 years of experience developing young people, we understand the challenges you face. We work in partnership with you to develop courses designed for your groups needs.

References

1. https://www.ncb.org.uk/belongingmatters/literaturereview
2. https://www.ncb.org.uk/about-us/media-centre/news-opinion/nurturing-sense-belonging-school-what-helps-pupils-feel
3. https://www.theguardian.com/education/2025/apr/04/girls-in-england-feel-less-safe-at-school-than-they-did-pre-covid-survey-finds
4. https://anti-bullyingalliance.org.uk/aba-our-work/news-opinion/understanding-and-enhancing-school-belonging-launching-our-literature
5. https://www.thetimes.com/uk/education/article/declining-pupil-behaviour-is-teachers-biggest-concern-wqbkq07zg
6. https://neu.org.uk/advice/classroom/behaviour-schools/creating-sense-place-and-belonging-schools
7. https://post.parliament.uk/mental-health-support-for-young-people-in-schools
8. https://www.theguardian.com/society/2025/mar/30/whitehall-teenagers-greater-manchester-mayor-andy-burnham-education-young-people
9. https://my.chartered.college/impact_article/the-drivers-behind-attendance-what-we-are-learning-about-the-importance-of-belonging-engagement-sanctions-and-support
10. https://www.thetimes.com/uk/politics/article/schools-could-track-pupils-happiness-in-push-to-improve-wellbeing-6jq6zc6pz
11. https://neu.org.uk/advice/classroom/behaviour-schools/creating-sense-place-and-belonging-schools