5 Simple Ways to Foster Belonging

A “sense of belonging” comes from feeling accepted, included, and supported. According to a study published in the Journal of Autism and Developmental Disorders, belonging for autistic students and other neurodivergent students is linked to better mental health, greater confidence, and lower anxiety. When students feel like they truly belong, they’re more engaged in learning and have more meaningful interactions with others. 

For many students, especially neurodivergent students, feeling accepted, valued, and safe develops over time through consistent daily experiences rather than through occasional activities and events.

Here are a few ways to intentionally create belonging in your classroom year-round.

1) Start the day with a personalized greeting.

Whether it’s the first day of school or the middle of the school year, it’s never too late to incorporate personalized greetings for each student. A greeting at the door sets a positive tone for the day while providing quick insight into how each student is feeling. 

On the “Creative Budget Friendly Ideas” episode of the All Kinds of Minds podcast, Amy Husk-Reed shared how she used a greeting choice board to give students control over the greeting they would receive each day. Her board included no-contact and low-contact options such as a wave, fist bump, thumbs up, high five, and themed greetings based on student interests. By offering options, she made space for students who preferred less physical interaction and created a routine that they could look forward to.

A simple greeting choice board can be made using laminated paper and velcro. Write a greeting option on each sheet of paper and stick one side of the velcro to the back of the paper. Stick the other side of the velcro to the wall outside of the classroom door. Attach the sheets to the velcro on the wall and show students how to point at or touch the option for the greeting they want. By laminating them, they can be re-used year after year or switched out seasonally.

2) Prioritize representation

Belonging grows when students see themselves reflected in the classroom on posters, in reading materials, and in examples used during instruction. Representation also helps students learn about experiences that are different from their own, which creates an environment of empathy and understanding. 

Some ways to ensure representation include:

• Building a library that features diverse identities, cultures, and abilities
• Using examples in lessons that reflect a variety of experiences, cultural backgrounds, and neurotypes
• Posting visual supports like emotion charts and visual schedules 
• Displaying student work in a way that highlights individual voice and creativity rather than perfection
• Rotating classroom visuals so students see a variety of perspectives over time
• Inviting guest speakers to speak about their experiences, careers, etc.

3) Build belonging into routines

Belonging extends beyond teacher-student relationships and into peer interactions. Peer interactions can be challenging and uncomfortable for some neurodivergent students due to differences in communication styles, sensory needs, and social anxiety. 

Structured opportunities like these can help students connect with each other without the stress of informal social time:

• Collaborative projects that encourage each student to use their strengths 
• Classroom jobs that give everyone a sense of ownership and purpose in the classroom
• Frequent class discussions with different ways to participate (verbal, written, visual etc.)
• Partner or small-group tasks that rotate regularly so students interact with a variety of peers
• Predictable moments that encourage interaction like a daily question

4) Celebrate individual strengths and interests

Students feel a stronger sense of belonging when their unique strengths and interests are acknowledged and valued. Give students opportunities to share who they are and what matters to them by:

• Connecting assignments to their interests, hobbies, and experiences
• Offering different format options for projects and classwork
• Hosting show-and-tell or “teach the class” sessions where students share something they know or created
• Creating interest-based clubs that meet during class free time or advisory periods
• Incorporating student input into classroom decisions like choosing themes for the bulletin board, selecting books, or picking study music

5) Focus on relationships

Fostering belonging is an ongoing process that requires consistent effort and reflection. It grows in classrooms where relationships are prioritized and students’ identities are accepted, respected, and appreciated. This might mean checking in when a student seems quieter than they usually are, following up on something they shared earlier in the week, or adjusting routines to make participation more accessible. Small actions like these add up and reinforce the message that they belong there.

Sources

https://link.springer.com/article/10.1007/s10803-024-06668-w#:~:text=Research%20has%20found%20that%20sense,Allen%20&%20Kern%2C%202017). 

https://diversity.cornell.edu/belonging/belonging-metrics/sense-belonging

https://www.youtube.com/watch?v=2fXEIfdmQlE&list=PLd_RHjwSEZ-h9SJUuVVHl4bgtSVoG82BE&index=1&t=2s

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