The Massachusetts Institute of Technology (MIT) defines educational belonging as “the extent to which individuals feel like a valued, accepted, and legitimate member in their academic domain,” highlighting its importance for physical and psychological well-being. Yet, OECD’s 2017 and 2019 reports reveal a global decline in school belonging, with nearly one in three students feeling disconnected from their school. These findings also show notable gaps in belonging based on socio-economic background, gender, and immigrant status.

Fostering a sense of belonging in the classroom is crucial for advancing diversity, equity, and inclusion. When students feel they belong, they’re more engaged, motivated, and prepared to succeed. Educators can promote this environment by adopting culturally responsive teaching and prioritizing inclusive practices, creating spaces where all students feel valued and empowered.

Stanford Professor Geoffrey Cohen’s research underscores the consequences of belonging threats, which can lead to disengagement and harm both mental and physical health. He notes that when individuals feel they don’t belong, their “horizon of possibility shrinks,” making them doubt their capabilities and place in the setting.

IB Standards and Practices refer to five IB mandated policies. They are: Admissions Policy, Language Policy, Inclusion Policy, Assessment Policy and Academic Integrity Policy. These policies are important to both the authorization and five year evaluation processes since they are central to the implementation of the IB programmes.

These five policies go to the heart of ‘belonging’ in an IB World School:

• Admission Policy is all about who we accept into the programme.
• Inclusion Policy is all about how we include them - appreciate and meet their needs.
• Language Policy has at its heart how we cherish their identity.
• Assessment Policy is all about how students grow and develop.
• Academic Integrity Policy is about the character of the student.

Design for Belonging is a framework to support you to build greater belonging and reduce ‘othering’ in your community.

Design moments of belonging

Belonging is a feeling.  

• How are you invited in?
• What does it look like to join in something?
• What is full participation in this community?
• What does knowing how to contribute look like?
• What does the moment of flow (the dance) feel like when you feel you belong?
• Making demands is a powerful moment when you feel you can raise a concern?

What are the design levers we can use?

When we design an environment to nurture belonging we should consider the following elements:

• Space: The physical setup of the classroom—how desks are arranged, what’s displayed on walls, and how welcoming the environment feels—can strongly influence students’ sense of belonging. An inclusive space might feature accessible seating, student-created work on display, and flexible arrangements that promote interaction and collaboration, signaling that each student is valued.
• Roles: Offering students meaningful roles in the classroom helps them feel they contribute to and have a place within the community. Rotating roles, such as discussion leaders, helpers, or project organizers, allow students to experience responsibility and involvement, encouraging them to see themselves as integral members of the group.
• Ritual: Establishing classroom rituals—like a welcoming routine, shared celebrations, or even consistent greetings—builds predictability and a shared identity. Rituals help create a comforting environment where students know what to expect and feel included in daily practices that reinforce community.
• Groupings: Thoughtful grouping strategies ensure all students get opportunities to work and connect with different peers. Changing groups frequently or using mixed-ability pairings helps students appreciate diverse perspectives and strengthens connections within the class, making everyone feel part of the group.
• Communications: Inclusive communication—through respectful language, active listening, and open dialogue—helps students feel seen and heard. Regular feedback, opportunities for students to express themselves, and positive reinforcement reinforce the idea that everyone’s voice matters, building trust and fostering a sense of belonging.

This Design for belonging toolkit provides some very helpful activities for teachers to reflect on.

Diversity, Equity & Inclusion 

Are we inclusive? 

Decolonising the curriculum 

DEI Checklist 

How can we be more inclusive?