Building Belonging in London Schools
As part of their prevention work to tackle school suspension and absenteeism to support children and young people to remain in school and safe, London’s Violence Reduction Unit (VRU) developed London’s Inclusion Charter.
To inform this charter, VRU appointed us to undertake an ambitious piece of research to better understand the drivers of educational inclusion and belonging in London schools. The study engaged with over 3400 students across each of the 32 London boroughs as well as their parents and educators, asking what really matters to help students feel a sense of belonging and safety at school?
Belonging, Identity and Safety in London Schools.
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.
London’s Inclusion Charter
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.
Inclusion, Belonging and Safety in London’s Schools
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.
Resilience Through Belonging: Schools’ Role in Promoting the Mental Health and Well-Being of Children and 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.