Belonging: The Foundation of Learning in a Changing World

When we think about what young people need in order to learn, most of us picture exam results, timetables, and lessons. But education is never just about knowledge - it is about growth. And for growth to happen, young people need more than textbooks. They need to feel they belong.

Psychologist Abraham Maslow captured this in his well-known hierarchy of needs. His model is often used in schools as a framework for support. At the base of the pyramid are physiological needs like food and safety. Above that comes love and belonging, followed by self-esteem and self-actualisation. What the model shows us is simple but profound: before a child can truly flourish at the higher levels of confidence, creativity, and achievement, their need to belong must first be met.

When Belonging Breaks Down

Traditionally, schools have been the place where belonging is nurtured. For many young people, the school community provides identity, friendship, and a sense of safety. Yet the pandemic showed us how fragile this foundation can be. Overnight, the school community was taken away. Since then, school attendance has not recovered to pre-pandemic levels.

This tells us something important. The issue is not just about catching up on academic learning. It is about repairing a breakdown in the social contract between families and schools. When belonging is disrupted, disengagement follows, and no amount of exam preparation can compensate for the loss of community.

Research shows that when young people thrive, it is not their exam grades alone that predict their well-being and success. It is whether they feel they belong. Belonging creates the bridge between safety and growth. Without it, motivation dwindles and learning has no anchor.

A Changing Landscape of Belonging

Education itself is shifting. The landscape young people move through today is not just physical but also virtual. Classrooms meet online forums, playgrounds meet social media. This hybrid world can make belonging feel uncertain, or even out of reach.

That is why it is no longer enough to think of belonging as something that happens in a single place,  such as the school building. We need wider alternatives. Community spaces, youth groups, and supportive networks all have a role to play. Belonging needs to be something that travels with young people wherever they are, online and offline, so that they feel their contribution is valued and their place in the world is secure.

Supporting Parents, Empowering Children

At Education Allies, this is at the heart of our work. We support parents to walk alongside their children on the journey towards belonging - a journey where young people can feel secure enough in themselves that their voices are heard and their contribution matters.

Recently, we successfully ran a course designed to empower parents of neurodivergent children. The course explored strategies to help children feel safe, understood, and connected. It highlighted the central role parents play in creating spaces of belonging, even when traditional school communities may fall short. You can read more about this work in our blog: Listening to Parents: Why Our Education Allies Course is Building Independence in Neurodivergent Young People.

The Question Going Forward

If belonging is foundational in Maslow’s hierarchy, it must also be central in how we reimagine education for the future. The key question is not only “Are young people learning?” but also “Do they feel they belong?”

Because when belonging is secure, learning follows. And when it is missing, no amount of curriculum planning or exam coaching can fill the gap.

As we look ahead, schools, parents, and communities must work together to ensure every young person - regardless of background, ability, or pathway - has a place where they feel they truly belong.