Education should be more than a place where students absorb knowledge and sit exams; it should be a space where they feel a deep sense of belonging. As part of the Rethinking Schools project, our DEIB group, representing five schools, has been researching ways to ensure our educational cultures are inclusive, equitable, and reflective of the diverse experiences of our students.

Through school visits, collaborative discussions, and research, we have been examining our current practices, curriculum, pedagogy, leadership, and assessment, to identify barriers to belonging and actionable next steps.

Insights from other schools: identity and holistic learning

One of the most powerful takeaways came from Surrey Square Primary, where they implement a six-week identity curriculum culminating in a performance based celebration of student identity. This model reinforced the importance of making space in the curriculum for students to explore who they are, rather than just what they need to learn.

At Wyborne Primary, we observed a holistic approach to learning, heavily influenced by their recent work on their teaching and learning toolkit. These ten core themes underpin Wybornes' approach to learning….

We were heavily inspired by the work of Professor Bill Lucas, whose emphasis on creative thinking and real-world learning aligns with research suggesting that such approaches enhance student engagement and understanding. This focus on engagement, is particularly significant from a DEIB perspective, as it ensures that learning is accessible, meaningful, and representative of diverse student experiences. Wyborne’s commitment to real-world learning helps to bridge gaps in opportunity by valuing different ways of thinking and learning, ultimately promoting a stronger sense of belonging for all students.

These insights affirm what research has long suggested—that a sense of belonging improves student motivation, well-being, and academic success. As Goodenow (1993) states, ‘Belonging also involves support and respect for personal autonomy and for the student as an individual’.

How we do it

At XP School Doncaster, Crew is at the heart of everything we do. It is more than a pastoral system; it is a philosophy that nurtures identity, relationships, and activism. Crew ensures that every student has a trusted adult and a group of peers who support them socially, emotionally, and academically, all the way from Year 7 through to their GCSEs (Ap Harri, Sprakes How We XP 2019).

This concept is pervasive and runs through everything we do from dedicated Crew sessions, through our learning expeditions (curriculum projects), to the way we enable student and staff voice. Crew is our culture and promotes and sustains the building of community. This signature practice empowers our students and staff to be activists; to develop their leadership skills; and to be champions of equity. The measure of success in our Trust is weighed through service and kindness. Crew allows everyone associated with our Trust to become part of something bigger than themselves and fosters a sense of community and belonging, reflected in the stories we share with each other every day.

Each day at XP begins with a Crew session, reinforcing our commitment to equity and belonging. Wednesdays are dedicated to Wise Wednesdays, where students engage in deep discussions around PSHE and RSHE topics,

exploring identity, diversity, and social justice. These sessions provide a structured but flexible space for students to reflect, debate, and develop self-awareness.

Our Crew sessions align with the work of Ajjawi, Gravett, and O’Shea (2023), who argue that belonging in education is deeply political, shaped by identity, social structures, and institutional practices. Schools must actively cultivate spaces where students feel ownership and inclusion rather than passively hope for it.

Research and reflections from our DEIB Working Group

Our DEIB group has been utilising the Big Education Root Cause Model to delve into issues related to belonging and diversity within our schools. By analysing structural barriers and institutional biases, we aim to make meaningful, data-driven changes that will impact our students' experiences.

A significant part of this work involves auditing our schools against the nine protected characteristics using the Big Education leadership self-assessment tool. The findings from this assessment will inform bespoke surveys, ensuring that student and staff voice remains central to our approach.

Through this process, we are not only rethinking how schools function but actively reshaping them to be places where every stakeholder: staff, parent and child, feels valued, represented, and empowered.

References:

• Ajjawi, R., Gravett, K., & O’Shea, S. (2023). The Politics of Student Belonging: Identity and Purpose in Education.
• Education Endowment Foundation. (n.d.). Supporting Attendance: Building a Culture of Community and Belonging for Pupils. Retrieved from https://educationendowmentfoundation.org.uk/education-evidence/leadership-and-planning/supporting-attendance/build-a-culture-of-community-and-belonging-for-pupils
• Goodenow, C. (1993). Belonging and student motivation.
• Frances Steel, Assistant Principal and SENCo, Totteridge Academy: "Creating an inclusive environment is the most important thing a school can do. An inclusive culture is a prerequisite for an effective school.”
• Sprakes.A, Ap Harri.G (2019) How We XP