What’s the Difference Between Inclusion and Belonging in Schools?

“Inclusion” has been a popular term used in schools throughout the United States over the past few years. Many schools have been intentional about ensuring neurodivergent students and others in special education can participate in learning and activities alongside their peers in general education. Unfortunately, as the “I” in Diversity, Equity, and Inclusion (DEI), the concept of inclusion has been politicized and misunderstood. What was once a widely supported concept is now in jeopardy of being minimized or dismissed. That’s why it’s critical for schools to not only be inclusive but to also take steps to build a true sense of belonging for all students.

Inclusion vs. Belonging

Inclusion

Inclusion means ensuring students have access to the same space, learning opportunities, and support as their peers. In a school setting, this typically means putting special education students and general education students in the same classroom while providing the required accommodations.

For example, a neurodivergent student with sensory sensitivities is allowed to wear noise-canceling headphones in a general education classroom. They sit with their peers and participate in the same lesson, but they have headphones as additional support to help them learn in the way that they learn best.

Inclusion can be difficult sometimes because teachers are usually not allowed to speak about a student’s disabilities or accommodations, even if the accommodations are visible. Students, especially younger students, often notice a classmate’s accommodations and say things like “that’s not fair,” or “why can he do this, but I can’t?” It’s natural for students to want everything to be “fair,” so what they perceive as unfairness can lead to resentment, bullying, and isolation of the neurodivergent student. At its core, inclusion is simply putting students in the same space. Think of it as meaning “this student is allowed to be here,” but it does not mean they feel comfortable or welcome.

Belonging

Belonging takes it a step further by putting practices in place to ensure students feel valued, seen, and safe to show up as their true selves. It’s about emotional safety and acceptance. Belonging involves normalizing supports and accommodations so that students don’t feel ashamed or like they need to hide them.

Using the above example, for the student to feel a sense of belonging, the class would need to have an understanding of equity and sensory differences. Instead of viewing the student’s accommodations as unfair, they view them as just something that a student needs to be able to feel comfortable and learn. This shift in perspective would involve teachers having ongoing conversations about neurodiversity to normalize supports. Think of belonging as meaning “this student feels welcome here.”

Why is it important to know the difference between inclusion and belonging?

When schools stop at inclusion, neurodivergent students may feel isolated, misunderstood, or like they have to hide parts of themselves to fit in. That emotional burden can affect their engagement in lessons, attendance, and overall well-being.

However, when students feel like they belong, they feel more comfortable participating in class, advocating for themselves, and interacting with their peers.

How to Create a Culture of Belonging for Neurodivergent Students

Fostering belonging takes time and intention. Here are four ways schools can take steps towards creating a culture where all students feel a sense of belonging:

1) Normalize differences

Talk to students about neurodiversity regardless of if there are diagnosed neurodivergent students in the class. Pretending like “autism” and “neurodivergence” are taboo words or something to be ashamed of keeps harmful stigmas alive. When students understand and value differences, they can accept their peers for who they are rather than expecting them to act or learn a certain way. Emphasize that everyone, regardless of neurotype, has unique strengths and needs.

Aside from conversations, include neurodivergent representation in classroom materials such as books, videos, and posters. Show students that there are different ways to think, learn, and communicate, and that they are all equally valid and important.

Social Cipher’s social and emotional learning (SEL) curriculum and online game, Ava, includes neurodivergent and neurotypical characters who reflect the diverse ways people think, feel, and navigate the world. As students play the game, they explore challenges related to identity, communication, boundaries, and more. The game offers a safe, interactive environment where students can learn and practice valuable social and emotional skills, while the curriculum provides structured lessons that help students reflect, connect, and apply those skills to real-life situations.

2) Encourage self-advocacy.

Belonging grows when students feel heard. Invite neurodivergent students to share what works for them and what doesn’t. Let them be a part of decisions about their supports, and give them opportunities that align with their strengths.

3) Train staff in neurodiversity-affirming practices.

Compliance-based thinking is still the norm in schools throughout the United States, and educators are often taught to view neurodivergence through the lens of deficits. It’s common to see professional development about “how to manage” neurodivergent students, but educators need neurodiversity-affirming professional development that prioritizes understanding students instead of trying to get them to conform.

Offer professional development that explores the root causes of behaviors, emotional regulation, communication differences, and executive functioning challenges. Social Cipher’s professional development sessions provide actionable strategies to support educators in understanding their neurodivergent students’ behaviors, strengths, and needs.

4) Create flexible environments.

Rethink classroom routines and expectations, and challenge traditional norms. Do students really need to sit at their desk to complete work, or is it okay for them to stand? Can students communicate using writing or visuals instead of speaking? Can they use fidgets without being seen as disruptive?

Flexibility can be the difference between a student shutting down and a student showing up as themselves. It communicates that there are many ways to participate and succeed. Flexibility also creates a sense of belonging for undiagnosed neurodivergent students who may benefit from accommodations but do not have an IEP.

Inclusion is a necessary starting point for schools, but belonging should be the goal. When schools create environments where neurodivergent students feel safe and accepted, they are more likely to thrive academically, socially, and emotionally.

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