As thousands of young Australians navigate their first year of school, new research has revealed the key ingredients to helping them feel a sense of belonging.
The study by Monash University found 73% of students aged 5–7 cited familiarity with people, routines and spaces as crucial, while 61% valued unstructured play and 54% emphasised close relationships with peers, teachers and family. Social play (53%), solitary play (47%) and specific environments like playgrounds and book corners (40%) also featured strongly.
Co-author Cassie Hudson, a psychologist who completed the Master of Educational and Developmental Psychology with the Monash School of Educational Psychology and Counselling, said developing a belonging in the first year of school is a critical developmental milestone and important for future success.
“This is an important period in a child’s life when they are starting to gain their own sense of self away from the family,” Hudson said.
“In fact, there is a lot of evidence that their sense of belonging in that first year of school may influence outcomes that are central to their educational success and wellbeing later in life.”
Hudson said this makes the research a valuable insight for schools on how they can give their new students the best possible start.
While many school programs already target opportunities to connect with others, through things like structured play time, the research points out that not all students will benefit from these experiences, and many need other avenues to develop their belonging.
Hudson said the diverse experiences highlighted in the research reflect the many ways that children build connection and security.
“What came through very strongly was that students know exactly what they need to belong, and schools have a variety of ways to support them to seek those out,” Hudson said.
“We need to protect unstructured play time, because while both solitary and social play contribute to belonging, children need choice about how to participate. Designing spaces intentionally to acknowledge that students have different social intensities and need options for solitary retreat are also important.”
While many students develop belonging naturally through engagement with familiar people, places and objects, the research reminds schools that the best opportunities might be hidden where they least expect.
Co-author Kelly-Ann Allen, Associate Professor at Monash School of Educational Psychology and Counselling, said predictability and consistency were key.
“Timetables, consistent seating arrangements, and regular routines help children feel secure enough to take social risks,” Associate Professor Allen said.
“Just seeing the school building or performing their morning routine was the key to belonging for some students.”
Associate Professor Allen said even the simplest moments and symbols could have profound meaning for young children.
“We had a student who drew her teacher as a house-shaped figure with a heart on the front, because for her it was the teacher’s visible presence across the classroom that gave her a sense of security that translated into her feeling secure at school.”