Abstract

A sense of belonging is well-established within the empirical literature as a fundamental human need. Enhancing belongingness in schools has become a focus for researchers and policy makers in such contexts. This paper outlines a range of research findings that have demonstrated the impact of a sense of belonging on wellbeing as well as other positive outcomes, such as reduced feelings of loneliness. Recurring themes within the literature include the impact of relational connectedness, taking a school wide socio-ecological approach and the necessity to consider the varying perspectives of students themselves. While references to the construct of belonging within the theoretical and empirical research literature have expanded significantly in recent years, few papers have appeared with respect to practical guidelines for translating this research into practice, particularly for primary aged students. The paper concludes with a synthesis of practical strategies for enhancing a sense of belonging based on the literature, with six recommendations for interventions that could be adopted in primary schools to support the development and maintenance of a sense of belonging in young children.