Kelly-Ann Allen and Shiqi Dong — Monash University
School belonging is fundamental to educational success and equity, and it is consistently associated with better mental health, wellbeing and learning outcomes. This literature review synthesizes recent research and policy evidence to clarify how school belonging is conceptualized in K–12 education and what this means for practice. Using a narrative synthesis of peer‑reviewed studies, meta‑analyses, and systematic reviews across psychology, education and wellbeing, the review integrates evidence on definitions, drivers and barriers, interventions, and measurement. Findings indicate that school belonging is built through ordinary, cumulative experiences, including predictable relational care from adults, respectful peer cultures, fair responses to harm, and meaningful opportunities for students to contribute and be recognized. However, the intervention literature reveals a practical gap: belonging is frequently measured but is less often directly targeted. The review also highlights measurement and ethical considerations, underscoring the case for belonging‑first approaches that can be rigorously and ethically evaluated.
