How a focus on belonging and wellbeing links to positive academic outcomes

Hendon Prep School Headteacher, Tushi Gorasia, shares the benefits of creating a sense of belonging for students.

At Hendon Prep, we believe that academic achievement is enhanced when it goes hand in hand with mental and physical wellbeing, along with a sense of feeling valued and belonging. The relationship between wellbeing, belonging, and academic attainment is multi-layered, and it is important as educators to understand how these elements can be linked to create a supportive and authentic learning environment.

Our focus on developing, establishing, and building upon an ethos of ‘stretch, diversity and inclusion’ has not only created a whole school approach which nurtures a sense of belonging and wellbeing but one that has led to increased academic attainment and positive outcomes for not only students, but staff as well. And, as Hendon Prep fast approaches its 150th birthday, this traditionally ‘Good’ school has now been recognised in our recent ISI Inspection for the first time as ‘Excellent in all areas’.

We see how students who experience positive mental health and feel included are more likely to be able to focus on their academic goals and succeed in their studies. In contrast, students who experience negative mental health issues such as anxiety, stress, or depression find it more difficult to concentrate on their studies.

Physical health is also linked to academic achievement and forms part of our student wellbeing charter which highlights the importance of not only physical exercise, but also healthy eating and sleep. All these aspects of physical wellbeing are woven throughout our curriculum, alongside an academic curriculum that is diverse and representative, and regularly reviewed for purpose.

Belonging at Hendon Prep refers to the sense of community and connectedness that our students feel within their academic environment. Students who feel a sense of belonging are more likely to be motivated to focus in their classes, engage with their peers and teachers, and participate in extracurricular activities. This sense of belonging is fostered by creating a welcoming, safe, and inclusive environment that promotes diversity, equity and inclusion, and is delivered by all staff, not just those that teach.

Numerous studies have shown that student wellbeing and a sense of belonging are linked to academic attainment. Focusing on boosting students’ self-confidence, resilience, self-esteem, and self-worth can only benefit their ability to perform and thrive in an educational environment and in life beyond the school gate. This is an idea that Professor Donna Cross, a renowned expert in child and adolescent health and wellbeing, has championed.

In a recent literature review by the Association of Independent Schools of New South Wales (AISNSW), Cross’s work is cited as an important contribution to understanding how student wellbeing can impact academic outcomes. The review emphasises that a focus on wellbeing is not just about improving mental health but also about promoting positive social and emotional development, which in turn can lead to better academic outcomes. It found that students who felt more connected to their school community had better academic outcomes than those who did not.

In Nov 2014, the Public Health England report - The link between pupil health and well-being and attainment - stated: Pupil wellbeing predicted their later academic progression and engagement in school. For example, pupils with better emotional wellbeing at age seven had a value-added Key Stage 2 score 2.46 points higher (equivalent to more than one term’s progress) than pupils with poorer emotional wellbeing.

The feeling of being accepted and included is an important psychological need that helps individuals feel connected and supported, and it has been linked to numerous positive outcomes, including academic attainment. When our social identity, whether via race, gender, religion, or nationality is valued and respected by others in our community, we are more likely to feel a sense of belonging. On the other hand, when we feel excluded or discriminated against because of our identity, we are more likely to feel a sense of alienation which can impact focus on learning.

A sense of belonging is particularly important in educational settings. Students who feel that they belong in their school or classroom are more likely to be engaged and motivated in their learning. Conversely, students who feel that they do not belong in their school or classroom are more likely to be disengaged and unmotivated. They may also be more likely to disengage from school or perform poorly academically.

So why does a sense of belonging have such a strong link to academic attainment? There are several potential explanations. Firstly, when students feel that they belong in their school or classroom, they are more likely to feel that they have a stake in their academic success. They may also feel more comfortable seeking help from their teachers or classmates when they need it, which can help them to overcome academic challenges.

Second, a sense of belonging can help to reduce stress and anxiety, which can have a negative impact on academic performance. When students feel that they do not belong in their school or classroom, they may experience stress and anxiety, which can make it difficult to concentrate on their studies or perform well in exams.

Finally, a sense of belonging can help to foster a growth mindset, which is the belief that one’s abilities can be developed through hard work and dedication. When students feel that they belong in their school or classroom, they may be more likely to adopt a growth mindset, which can help them to overcome academic setbacks and persist in the face of challenges.

Creating a sense of belonging through an inclusive and welcoming environment is a team effort, but students and staff who feel like they belong in their academic and work environment are more likely to be engaged, motivated, and successful. By fostering a sense of belonging among students, schools can help create a supportive and inclusive community that promotes academic achievement and re-evaluate what student success means.

Ultimately, by prioritising a sense of value, representation and belonging in our schools and celebrating diversity, we can help ensure that all students have the opportunity to reach their full potential and achieve their goals in our ever-changing world.

This article first appeared in the 2023/24 edition of Which London School? & the South-East, which you can read in full below: