ABSTRACT
Belonging is now acknowledged as a basic pillar of wellbeing and positive adaptation to adversity. Whereas inclusive belonging accepts and respects everyone, exclusive belonging is promoted in closed groups that keep others out if they are different. This can lead to discrimination and treating others inhumanely. Inclusion fosters our shared humanity.
Prilleltensky defines ‘mattering’ as being valued but also being of value, and we explore what this means in practice. Attendance has become an entrenched problem, especially since the pandemic, so the chapter identifies what needs to happen for children to feel comfortable in the learning environment and want to come to school. In order to include others, we may need to be empathic, tuning into their situation and needs. We explore ways to develop empathy in pupils.
Involving families and communities in schools requires specific approaches, some of which are outlined here. The section on behaviour shows why zero-tolerance policies are ineffective and how restorative practices that promote connection help children choose more prosocial behaviours.
