Why belonging matters for school leaders

Belonging is on everyone’s lips at the moment and it’s one of those words that’s easy to talk about and harder to pin down. You often don’t notice it when it’s there, but you feel it acutely when it isn’t. And while much of the current conversation in schools focuses on pupils, belonging is just as relevant for the adults who work there. 

This isn’t because leaders and staff have overlooked it or failed to prioritise it. It’s more that adult belonging can be quieter, less visible and easier to push aside in the busyness of school life. Yet it plays a powerful role in how people show up, make decisions and sustain themselves in demanding roles. 

When belonging is present (and when it isn’t) 

When people feel they belong, they tend to feel safer to contribute, to be honest and to be themselves at work. They’re more likely to speak up, take thoughtful risks and stay connected during challenging times. When belonging is fragile or absent, energy can drain away quietly. People may comply rather than engage, withdraw rather than contribute or begin to question whether they truly fit where they are. 

For leaders, this can show up both personally and professionally. You might notice moments where you feel grounded and connected to your role, and others where you feel slightly out of step, holding yourself back or operating on autopilot. These experiences are normal, but they’re worth paying attention to. 

Belonging starts with noticing 

A coaching approach invites curiosity rather than judgement. Before looking outward, it can be helpful to pause and reflect on your own experience of belonging. Where do you currently feel most connected in your role? Where do you feel least like yourself? Simply noticing these patterns can offer useful insight and a sense of choice about how you move forward. 

From that place of self-awareness, leaders are often better placed to support belonging in others. Not by adding initiatives or expectations, but by creating moments of space and attention. 

Coaching conversations that support belonging 

Simple coaching-led conversations can strengthen belonging without adding to workload. Asking open questions such as, “What’s helping you feel connected at the moment?” or “Where do you feel most yourself in your role?” invites reflection rather than defensiveness. Listening with genuine curiosity, and reflecting back what you hear, helps people feel seen and understood. 

These conversations don’t need to be lengthy or formal. Often, it’s the quality of attention rather than the time spent that makes the difference. 

Leading with awareness and intention 

Belonging isn’t something leaders manufacture for others; it’s something that’s co-created over time, through relationships, language and everyday interactions. A coaching approach supports this by slowing things down just enough for people to think clearly and reconnect with what matters to them. 

By paying attention to belonging (your own and that of those around you) you support not just wellbeing, but you also build trust, confidence and sustainable leadership. Sometimes, the most meaningful shifts come not from doing more, but from noticing more and responding with care.