Belonging Builder 1: Welcoming Schools, Not Just Welcoming Classrooms

A school’s climate plays a meaningful role in learning and engagement. Research shows that students are more likely to engage academically when they feel welcomed by the adults in their school environment, an effect that has been demonstrated in studies of teachers greeting students at the classroom door (Allday et al., 2011; Smith et al., 2024).

For school and district leaders, the opportunity lies in extending this practice beyond individual classrooms and into the school’s overall culture. Leaders can support this work by equipping staff with shared language and practical tools that make relationship building a visible and consistent part of the school day. For example, Harmony’s Everyday Practices provide consistent and predictable routines to build connections. When adults intentionally acknowledge students by name during arrival, transitions, lunch, recess, or passing periods, they reinforce the message that students are seen, that they matter, and that they belong. 

Even brief, genuine interactions, such as a smile, a wave, or a few encouraging words, can have an outsized impact. These moments signal care, strengthening students’ sense of belonging, and shaping a school climate where students feel welcomed throughout the day, not just at the start of class (Jang, 2024).  These practices even work with the adults in the building, including colleagues and families.

Belonging Builder 2: Foster Belonging Through Visible Contribution and Shared Responsibility

Feeling needed is a powerful driver of belonging to students, just as it is for adults. When schools create opportunities for students to take on meaningful leadership roles and responsibilities, they communicate that their contributions matter (Jang, 2024). 

Shared responsibility is most effective when grounded in trust, authentic communication, and understanding what is meaningful to students. When students feel they make authentic contributions, they foster agency, engagement, and a deeper connection to the school environment (Jang, 2024). When students are invited to contribute beyond their individual classrooms, they begin to see themselves not just as learners, but as active participants in shaping school culture.

School and district leaders can support this work by designing structures that make student contributions visible and meaningful across the school. Examples include:

• Cross-grade mentoring programs
• Peer mediation or conflict-resolution teams
• Youth-led clubs or initiatives
• Student councils supporting schoolwide events

In these roles, students support peers, contribute to problem-solving, and help strengthen the sense of community. These opportunities reinforce a sense of belonging by affirming that students are not only included in the school community but also needed by it.

Belonging Builder 3: Pathways for Student Participation and Voice

A core element of belonging is the feeling that one’s voice matters. In some school settings, participation may be limited to a small group of students who are most confident, outspoken, or comfortable sharing publicly. When opportunities to contribute are optional or high-risk, some students withdraw, while others begin to doubt that their perspectives are valued.

Research on classroom participation emphasizes the importance of providing universal response opportunities, encouraging students to engage safely and simultaneously, rather than relying solely on volunteers or random selection (Marsh et al., 2023). While these strategies are often discussed at the instructional level, the underlying principle applies just as strongly to school leadership: belonging grows when participation is designed to include everyone. This principle is reflected in approaches that embed regular check-ins, reflection, and shared discussion prompts into the school experience — such as those in Harmony’s Meet Up — helping participation feel routine rather than exceptional.

School and district leaders can apply this principle by creating structures that invite broad student input and normalize participation across the school community. This may include implementing schoolwide check-ins or student surveys that provide a low-stakes opportunity for students to give feedback on their various school experiences. These practices signal to students that their voice is an expected and respected part of the school culture. 

Belonging Builder 4: Collaboration That Requires Every Student’s Contribution

When students work together toward common shared goals or to achieve a group task, they build relationships, practice communication, and develop a sense of collective responsibility. Research consistently shows that structured collaboration, where students are expected to interact, contribute, and rely on one another, supports deeper learning and stronger peer connections (Fisher & Frey, 2021).

Yet not all collaboration is equally effective. When group work lacks structure and accountability, some students may disengage while others carry out the majority of the work. Productive collaboration is intentionally designed so that each student has meaningful responsibility. In these settings, students understand that their contributions matter to the group’s success.

School leaders can apply this principle by providing opportunities for productive collaboration throughout the school community. This could involve cross-class or grade-level teams collaborating on a shared product:

• A school mural
• A community reading or literacy project
• A science exhibition 

Additionally, it may involve establishing clubs organized around creating something together:

• Robotics build
• A Reader’s Theater production
• School Yearbook 

When collaboration is intentional, students recognize that they are part of something larger than themselves, and this interdependence is a powerful contributor to their sense of belonging.

Belonging Builder 5: Shift the Balance Toward Moments of Success

Students are more likely to take academic and social risks when they feel connected to their school community and believe that success is attainable. Research shows a consistent positive relationship between a student’s sense of belonging and their engagement, motivation, and participation in learning activities — all of which are foundations for risk-taking in academic contexts (Korpershoek et al., 2019).

Belonging is strengthened when students can draw on past successes to navigate new challenges. When the balance tips in favor of success, students are more likely to view setbacks as temporary rather than defining. They develop confidence in their ability to persist and grow.

At the school level, leaders can support this process by creating regular opportunities for students to experience and recognize their successes. This may include structuring schoolwide initiatives or expectations in ways that allow for early wins. For example, a student who has struggled to participate in class is recognized for increased participation, earning a shout-out on the morning announcements.

Equally important is making success visible and consistent. Schools can reinforce a sense of belonging by regularly noticing and acknowledging growth. This recognition may occur during morning announcements, classroom-to-schoolwide shout-outs, or brief interactions between staff and students throughout the day. Over time, these moments of success help students develop a history of positive experiences that they can draw upon when facing new challenges, thereby strengthening both their resilience and their sense of belonging within the school community.

From Intention to Action

Fostering a sense of belonging within a school community should not be treated as an idealistic add-on; it should be a fundamental part of the school’s culture. It is an evidence-based approach that directly influences students’ learning and well-being. When belonging is elevated as a schoolwide priority, schools not only support stronger academic outcomes but also help students develop the confidence and resilience they need to navigate challenges both in and beyond school.

The strategies outlined here offer practical, high-impact actions that can be easily embedded into the daily life of a school without incurring high costs or complexity. While none are flashy or new, their collective impact is substantial. When leaders commit to creating environments where students feel seen, valued, and needed, belonging becomes not just aspirational but a lived reality.

Reflect & Discuss

• What barriers make it challenging to implement belonging builders, such as the ones listed here, in your school?
• What leadership decisions could help remove those barriers?
• What small, manageable steps could you take to begin introducing these strategies over time?

References

Allen, K. A. (2025). School belonging: evidence, experts, and everyday gaps. Educational     Psychology Review, 37(84), 1–51. https://doi.org/10.1007/s10648-025-10055-x

Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the      gradual release of responsibility (3rd ed.). ASCD.

Jang, S. T., & Lee, M. (2024). Exploring the link between students’ sense of school belonging and shared leadership in U.S. high schools. American Educational Research Association, 10. https://doi.org/10.1177/23328584241304699

Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2019). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116

Štremfel, U., Ivančič,, K. Š., & Peras, I. (2024). Addressing the sense of school belonging among all students? A systematic literature review. European Journal of Investigation in Health, Psychology and Education, 14(11), 2901–2917. https://doi.org/10.3390/ejihpe14110190 Gülşen, F. U. (2024). The effect of a sense of school belonging on academic achievement: A meta-analytical review. e-Kafkas Journal of Educational Research, 11(4), 673– 687. https://doi.org/10.30900/kafkasegt.1359812

Johnson cites research that joy provides children with,“the opportunity to learn new cognitive and behavioral skills and forge new social relationships and skills, which enhances resilience to future obstacles . . .” (2019, p. 6). In further support for creating joyful classroom environments, experiences that spark relational joy — moments shared by educators and their students — help to build connection and collective well-being (Karjalainen, et al., 2019). 

Creating Joy-Nurturing Conditions 

However we choose to define it, we can invite joy into our learning spaces by modeling a joyful state of mind and creating what I like to call joy-nurturing conditions. 

It’s easy to be intimidated by the task given the challenges we and our students experience every day. But inviting joy does not need to be elaborate. It can be as simple as asking students what makes them feel free, safe, and at ease and working to incorporate their responses into your routines. In my own homeschool classroom, my children and I focus on micro-moments of joy, like having an impromptu dance party to celebrate even the tiniest win or taking a break to have ”poetry tea time” where they choose the poems we read.  Below, you’ll find examples of the ways the Harmony Educator Advisory Group create joy-nurturing conditions and design for joy in their own classrooms . . .

We invite you to hear the classroom joy from across the nation!

“It’s easy to find joy in an elementary classroom. Many classrooms feel like a family — a place where students experience a true sense of belonging, feeling accepted, included, and safe. This supportive environment sets the stage for students to take risks and form meaningful connections to their learning. Joy is often seen and heard in those powerful moments when a student makes a breakthrough or when something they’ve been working hard on finally clicks. In those moments, learning feels like fireworks!” – Randi Peterson, Elementary Curriculum Developer, Bellevue School District

“I have seen the most joy from my students when they are collaborating and connecting with one another. It brings me true joy to listen and watch my students have genuine discussions during our turn and talks, and the excitement that they show while sharing with their classmates during our morning meeting.  In our classroom we celebrate one another’s accomplishments, cheer one another on, and are each other’s biggest supporters.” – Aimee Gallant, 1st Grade Teacher, Hopewell City Public Schools

“The purest joy in my classroom isn’t seeing an A+; it’s watching the immediate, practical success of the Harmony Curriculum. It’s the collective sound of children truly connecting. There is nothing better than watching students execute the ‘Team Manuel Handshake’ during morning Meet Up, taking turns listening without interruption, and genuinely leaning in for the discussion cards. When the music starts, they eagerly find their partners for the movement activity — that is the sound ofempathy coming to life, laughing and sharing together. Their smiles are the sound of pure joy that makes teaching truly come alive.” – Anderson Manuel, 1st Grade Teacher, Sudbury Public Schools

“Each school year, building a nurturing classroom community sparks joy. A safe and caring learning environment is essential if we want our students to thrive. Relationship-building takes time and practice. As educators, when we provide students with opportunities to interact with each other, they develop positive attitudes and healthy relationships—fostering empathy, understanding, and caring.”  – Sharyn Kang, 3^rdGrade Teacher, Chula Vista Elementary School District

“In my classroom, JOY is everywhere! When I think of joy in my students and the community we’ve built, I think of affirmations. Our Harmony Class Goals (our class promises) are written as affirmation statements. We have an Affirmation Station, which is a mirror in the corner with affirmations around it for students to say to themselves, like “I am creative!” and “I am brave!”, and every single morning, we start the day together with an affirmation song. This not only sets the tone for the day, but for the entire school year! Affirmations lead to self-love, confidence, compassion, and support for each other. We celebrate what makes us unique and build upon those strengths!” – Josie McClain, 2nd grade teacher, Paloma Elementary School District

Works Cited 

Dalai Lama, & Tutu, D. (2016). The book of joy: Lasting happiness in a changing world. (D. Abrams, Ed.). Avery. 

Johnson, M. K. (2019). Joy: a review of the literature and suggestions for future directions. The Journal of Positive Psychology, 15(1), 5–24. https://doi.org/10.1080/17439760.2019.1685581 

Karjalainen, S., Hanhimäki, E., & Puroila, A. M. (2019). Dialogues of joy: Shared moments of joy between teachers and children in early childhood education settings. International Journal of Early Childhood, 51(2), 129–143. https://doi.org/10.1007/s13158-019-00244-5 

NEW This Summer!

In our continued collaboration with the U.S. Soccer Foundation, Harmony has developed sports-based activities to help coaches, mentors, and sports educators promote teamwork, empathy, and respect — on and off the field.

These activities feature:

• Custom Quick Connection Cards for sports settings
  
• A focus on building strong peer and adult relationships
  
• Adaptability for various OST and athletic programs

To support our focus on fostering a growth mindset, youth mentors and staff can view our co-created module, Mentoring In Sports: Coach Mentor Blueprint. 

Ready to Bring Harmony to Your Program?

Whether you’re a coach, after-school coordinator, camp leader, or volunteer, Harmony OST provides everything you need to create a more connected, compassionate community for youth.

Explore activities for Lower Grades and Upper Grades
Access resources on the Online Learning Portal