Contrary to popular belief, students enter classrooms across the globe–your classroom and ours–doubting themselves, worried about their safety, suffering from basic needs insecurity, and searching for friends. These emotions are often unspoken but deeply felt, shaping the way students think about schooling (cognitive), feel about education (affective), and engage with teachers and peers (behavioral). Figure 1 presents a graphical summary.
There are other thoughts, feelings, and actions that K-12 students experience in educational settings. Much of this connects to what’s known about social-emotional learning (SEL). For instance, SEL refers to the development of skills that help students understand and manage their emotions, build positive relationships, and make responsible decisions. SEL skills are essential for students’ academic success and overall well-being. When educators prioritize SEL, they create environments where students can feel safe, secure, valued, and supported to be open, be honest, keep it real, and thrive. Let’s be clear: achieving this goal takes more than ‘lip service’ where educators simply tell students that they matter; it requires much more action where educators show students that they can be trusted, forgiving, and supportive, having their back when life gets tough, and advocating for them when it’s not easy.
Ultimately, what they’re seeking is a strong sense of belonging that has shown to be a key to educational success for all students (Strayhorn, 2019). Sense of belonging is defined as a shared faith or belief that one is accepted, valued, and included by others in a given environment. It goes beyond simply being present in a space–it means truly feeling like you matter and are part of the community. Mattering, by extension, has four major components to it, including attention, dependence, importance, and ego-extension. For instance, people feel a sense of belonging when they’re convinced they matter and they feel like they matter when they realize someone’s in their corner celebrating their successes, and empathizing with their failures. Research consistently shows that students sense of belonging is positively correlated with class attendance, learning engagement, risk-taking, help-seeking, retention, and so much more.
Rooted in recognition of the urgent need for students’ sense of belonging, Harmony Academy within National University hosted a global webinar on Wednesday, September 18, 2024, as part of their SEL and education series. The 45-minute webinar included a dynamite-packed panel of thought leaders and award-winning educators (in alphabetical order), Kara Burnett, a 3rd-grade teacher, Anderson Manuel, a 1st-grade teacher, Ashley Rhodes, a transformative SEL facilitator, and Dr. Strayhorn, Professor of Education and Psychology at Virginia Union University, who also serves as President/CEO of Do Good Work Consulting Group.
The online huddle centered around belonging and effective strategies K-12 educators can use to foster conditions that facilitate belonging in the classroom. Strayhorn, an expert author of several books on belonging including the recent Belonging in Higher Education, kicked off the session summarizing the “Science of Belonging,” namely empirical research that clearly demonstrates the important role that belonging plays in student success at K-12 and postsecondary levels. He concluded with a profound observation: “Belonging is not magic, but when done right it can produce magical results.”
After Strayhorn’s captivating framing comments, panelists were guided through an interactive discussion by a talented moderator, Jakotora Tjoutuki, Implementation Specialist, for Harmony SEL at National University. For instance, she asked how educators can encourage students to show up authentically as themselves and ‘get to know’ their students well. Anderson and Strayhorn stressed the importance of practicing vulnerability, trusting your students, and daring to be yourself as an educator. Burnett praised several products that prove useful in “breaking the ice” with students, such as Harmony’s Quick Connection Cards, to name an example. A connection card, for instance, can read, “How can I make your day better?”
5 Recommended Strategies For K-12 Educators
- Extend grace and forgive students. Ask yourself, “Can I forgive them?” This applies to all students, but specifically, those who consistently struggle–whether it’s turning in homework late, disrupting class, or earning low grades. Nurturing students’ sense of belonging in the classroom requires self-reflection, strategy, and planning. They must know the classroom is safe to make mistakes without fear of judgment, harm, or hurt from others. Thus, forgiveness is an essential ingredient in the recipe for growth and belonging.
- Affirm students’ agency to choose. Create space in your classroom for students to choose their own adventure. Choose the book they read. Choose the focus of their report. Choose their presentation format. Students who take ownership of their learning exercise confidence, motivation, and responsibility, just to name a few. Control of one’s education also fosters a sense of belonging in the class.
- Ensure students see themselves. Psychological research shows that people feel most ‘at home’ and safe when they feel included, seen, and part of the bigger picture. To this end, there are steps that educators can take, including inclusive curricula and classroom decorations, diverse speakers, and campus culture and traditions. Indeed, when students see themselves in the classroom, they feel like they matter, and they belong.
- Meet them where they are. This is a phrase that you’ve likely heard many times prior to this moment. It holds educators accountable for making students feel capable of success by recognizing their unique starting points, embracing their individual challenges, and providing the customized support they need to thrive. Meeting them where they are acknowledges each student’s journey as different and commits to their growth and development. For instance, educators can employ a variety of instructional methods: videos, group work, experiments, and hands-on activities. And rather than giving blanket comments on assignments, equity-minded instructors provide personalized feedback tied to each student’s individual goals.
- Check in with students. Use a 1 (overwhelmed, low, unwell) to 5 (happy, excited, well) scale to check in with students at the beginning of day, midday, or end-of-day. Students can self-report their scores orally, in writing, or through a digital tool. To ensure students feel seen, supported, and cared about, record their scores and follow up with students who score below 3. There is not one effective way to check in with a student. One example includes educators writing a brief note saying, “I noticed you were at a [1 or 2]. If you need someone to talk to, I’m here to listen and support you.” A brief check with students demonstrates that they are the object of your attention, their feelings are important, and they can rely on someone. This practice helps build emotional support and a sense of belonging within the classroom.
About the Authors
Terrell Strayhorn, Professor of Education and Psychology at Virginia Union University
Dr. Terrell Strayhorn is Professor of Education and Psychology at Virginia Union University (VUU), where he also serves as Director of Research in the Center for the Study of Historically Black Colleges and Universities (HBCUs). Author of 13 books and over 200 peer-reviewed journal articles and academic publications, Strayhorn is one of the nation’s most prolific scholars and leading voices on racial equity, human thriving, and sense of belonging in education and work settings. He is President and CEO of Do Good Work Consulting Group, a Member of the Children’s Defense Fund (CDF) Freedom Schools Research Advisory Committee, and Diversity Scholar-in-Residence at Harrisburg Area Community College.
J’Quen Johnson, Director of Research at Do Good Work Consulting
J’Quen Johnson is a Ph.D. candidate at the University of the Cumberlands and Director of Research at Do Good Work Consulting. Author of several academic publications including peer-reviewed journal articles, chapters, and reports, Johnson’s research interests focus on disability studies, identity, and student success. He is a member of the editorial board for Journal of Student Affairs Research & Practice and co-host of Do Good Work podcast with Terrell Strayhorn.