St Edmund's

Belonging and “The Need for Roots”

Simone Weil wrote in “The Need for Roots” (1943) that “to be rooted is perhaps the most important and least recognised need of the human soul”. Weil was of course writing at a time of great turbulence and upheaval in Europe.  Her argument was that alienation and “uprootedness” underpinned many of the social problems of the time. Today, our young people are experiencing their formative years in a complex, volatile and uncertain world.  This makes fostering a sense of belonging at school especially important.

That is especially true at this point in the school year when life can feel busy, pressured, and a little relentless.  This is a short but extremely busy term: days are full, mock examinations are underway, expectations are high, and the world can feel emotionally and mentally demanding.

Belonging is sometimes mistaken for fitting in. In reality, it is something quite different. Belonging is the sense that you are known, valued, and accepted for who you are — not because you conform, but because you matter. It is the quiet confidence that comes from knowing that you are seen that your presence counts, and that you have a place. The moral philosopher Alasdair MacIntyre wrote “I can only answer the question ‘What am I to do?’ if I can answer the prior question ‘Of what story or stories do I find myself a part?’”

For young people, a sense of belonging is foundational. Research tells us that when pupils feel they belong, they are more likely to engage, to persevere when learning is hard, to take intellectual risks, and to recover from setbacks. Goodenow & Grady (1993), in one of the foundational studies on school belonging, found that pupils who feel they “belong” show higher motivation, greater engagement and better academic performance.  Various PISA Well-Being Reports for the OECD (2015, 2018, 2022) show that across multiple countries, pupils who report a strong sense of belonging at school have lower anxiety and are more resilient to academic stress. Carol Dweck has argued that when pupils feel psychologically safe, they are more willing to attempt difficult tasks and accept feedback. The key point is that when pupils feel valued independently of performance, they are more willing to engage and more likely to flourish.

Schools like St Edmund’s play a unique role here. While families provide the first and most enduring sense of belonging, schools are often where young people learn how to belong within a wider community. Every day, pupils navigate friendships, disagreements, teamwork, competition, success, and disappointment. In doing so, they are learning what it means to be part of something larger than themselves.

“Belonging” at a school like St Edmund’s is not created through slogans or policies alone. It is built in small, human moments: a tutor noticing when a pupil seems quieter than usual; a teacher encouraging a hesitant contribution; teammates supporting one another after a loss; musicians listening closely to each other in rehearsal; staff modelling respect, kindness, and patience even under pressure. These moments accumulate. Over time, they shape a culture.  Anyone at St Edmund’s who has seen Mr Payne enthusiastically lead a hymn practice, Mr Pellett inspiring an English class, Mr Bright run a training session, Reverend Atkins chatting with pupils in her office at lunchtime or our pupils supporting each other on the sports pitch or at our Festival Cabaret Night, will have witnessed the power of these “moments”.

For parents, I hope it is reassuring to remember that education is not only about “outcomes”. It is also about the daily experience of school life: whether a child feels comfortable asking for help, whether they feel able to be themselves, whether they feel that they matter. I learned this lesson as Head of the Junior School for a year, when my mindset shifted from a Head of Sixth Form’s focus purely on examination outcomes, to one that understood the importance of every child’s daily school experience in forming who they will become.

Our school community is one where each individual is valued, where difference is respected, and where young people are reminded that they belong not because they have achieved something, but because they are part of us.  I have been addressing aspects of this in my Head’s Lines this term through the lens of the Equality Act.

Belonging does not happen by accident. It requires attention, care, and intention from all of us: staff, pupils, and families alike. When we get it right, and young people feel rooted in their school community, the impact is profound. They grow not only in confidence and capability, but in character. And that is what education is for.

This week St Edmund’s was awarded its second successive Mental Health Gold Award by Leeds Beckett University