Every child deserves to walk through their school gates and feel as though they belong. This is a moral imperative, but also a practical one as belonging is essential for deep and meaningful learning. But what does belonging really mean, and how can schools create more of it? This book unpacks the science that underpins belonging, drawing on evidence from psychology, neuroscience, educational research and sociology. Written by an experienced school leader, the book helps leaders develop a deeper understanding of belonging and how to promote it within their school.

The book begins by explaining the foundations of belonging, how it manifests in schools and the impact it can have. It then examines how belonging develops across different ages and phases of education, offering practical strategies, real-world examples and solutions to common challenges. Chapters cover:

• The relationship between belonging and learning
• The role of play and collaboration in building bonds
• Building connection through shared values
• The impact of transition on belonging
• Ensuring that all children are being seen and see themselves
• Supporting pupils through change and uncertainty
• The adolescent brain: challenges and opportunities for belonging
• Peer pressure and the double-edged sword of group dynamics

Part of the Teacher CPD Academy series from InnerDrive, this is essential reading for all school leaders and teachers wanting to make their classrooms and schools places where children want to be and feel known, valued and valuable.

Jon Hutchinson is Regional Director at the Reach Foundation, UK. Jon is also cofounder of Meno Academy, a platform providing high-quality, bite-sized subject knowledge videos for primary school teachers. Before this, Jon was a senior leader at a successful all-through school in London, and has taught in both primary and secondary. He has acted as an independent advisor to the Department for Education, including as a member of the Francis Curriculum and Assessment Review, and on the core group that developed the Early Career Framework. Jon has a Masters in Educational Research from the University of Cambridge and helped deliver Ambition Institute's Master's in Expert Teaching.