Belonging Before Achievement: Why Emotional Safety Matters in Learning
In recent years, public education has seen a growing emphasis on social-emotional learning (SEL) and inclusivity, with movements advocating for classrooms in which every student feels respected. This seems obvious and benign, but in truth, there are only so many hours in a school day, and we are forced to make critical decisions about how we spend our time. Every activity or program that pulls students away from time on learning is often met with scrutiny for this reason. So some of us in education may view SEL programs as distractions from core academics, but the reality is that a student’s sense of belonging and emotional safety directly impacts their overall ability to succeed.
In “The Signals We Send About Who Belongs,” for Educational Leadership, authors Kathleen M. Budge and Grant Chandler describe how educators—often unintentionally—communicate to students whether they’re welcome or excluded. Through the story of Cienna, an 8-year-old struggling with grief, we see how small signals (like rigid attendance policies or a teacher’s frustration) can reinforce feelings of alienation. The consequences are stark: students who feel that they don’t belong are more likely to disengage and underperform academically.
Belonging is foundational to learning; without it, students inevitably struggle with self-worth and motivation. We consistently send signals, consciously or otherwise, through our policies and classroom culture that shape whether or not students feel valued. Budge and Grant point out four key actions that promote a sense of belonging. First, nurture a “community of difference,” in which each student is welcomed and valued. Second, practice unconditional hospitality by welcoming students without expecting reciprocity. Third, affirm each student’s dignity and honor their unique identity and worth. And finally, confront the barriers of stereotyping and “othering” by reflecting on biases that may exclude certain students.
One might argue that schools should focus primarily on discipline and meritocracy—but this article makes a compelling case that structure without humanity fails the most vulnerable students. If a child like Cienna, grieving and overwhelmed, is met with frustration rather than understanding, how can we expect her to focus on learning?
Education has never been just about transmitting knowledge, but forming resilient individuals who don’t fear the learning process. Students who feel secure are more likely to engage deeply with their learning and develop perseverance. They’re also more likely to contribute positively to their classroom environment. Ignoring the emotional needs of our students doesn’t uphold rigor—it undermines it.
If a student’s behavior (like hiding under a table, as an example from today’s article) is a cry for connection rather than defiance, how might shifting from frustration to curiosity change the outcome? The authors challenge us to look beyond compliance, and consider the human beings in our care. Whether we lean progressive or traditional in our approach to education, the same question remains: Can we really afford to ignore the power of belonging in education?
Food for thought: What is one small step that you could take tomorrow to make a student feel more seen and valued in your classroom?