School belonging shapes young people’s outcomes, yet marginalized groups often feel less connected. This research introduces Connected Belonging and a validated survey tool to help educators understand diverse experiences, including those at risk of becoming NEET. Grounded in youth voice, it supports more inclusive, responsive approaches to wellbeing, engagement, and education systems.

For decades, UK policy has focused on raising aspirations to improve social mobility, rooted in neoliberal meritocracy. This paper challenges that view, proposing ‘hopeful optimism’ as a more realistic, relational alternative. Grounded in Connected Belonging research, it reframes success beyond economic terms, supporting young people to thrive, imagine possibilities, and resist fear of failure.

This report outlines how Somerset Council’s Imagine the Possibilities Team embedded Connected Belonging and Tackling NEET Toolkit approaches within the support model for this supported employment programme. This programme supported 50 young people whose post-16 progression options were severely limited due to settings rejecting them on the basis of being unable to meet need. Each learner had an EHCP and faced complex barriers to engagement. Using survey and interview data, the evaluation presents the impacts on young people’s progression through a lens of Connected Belonging. Case studies bring to life the experiences of four young people.

After almost a decade of the policy promotion of resilience-building initiatives in schools, mental health figures have not improved. This paper argues that a broader consideration of resilience, that acknowledges the importance of collective and relational approaches, could enhance school well-being support. It draws on data collected from online survey responses from almost 2000 secondary-aged students and subsequent focus groups with 76 students across London.

This February 2024 report contains headline findings on students’ views about school belonging and safety. It also points to key enablers and barriers for supporting school belonging.

Developed by London’s Violence Reduction Unit in partnership with young people, schools, parents and carers, local authorities and education specialists, through research and discussion, London’s Inclusion Charter promotes and invests in inclusive practices. It highlights four principles underpinning effective inclusion. These were informed by VRU Research, carried out by the University of Bath, which captured the views of nearly 4000 school children, parents and staff across London.

This report expands on the headline report, Belonging, Identity and Safety in London Schools. It details the research findings and explores what these tell us about the principles and values that should underpin actions to improve school inclusion across London.