Belonging is often treated as a soft concept in education.
Important, but secondary. Nice to have, but difficult to measure. Something that sits around the edges of school life rather than at the centre of student outcomes.
That thinking is part of the problem.
A student’s sense of belonging affects whether they engage in learning, whether they participate, whether they trust adults, whether they feel safe with peers, whether they attend consistently, and whether school feels like a place they can stay connected to over time.
When belonging is strong, students are more likely to engage, contribute, persist and seek support when they need it. When belonging is weak, the effects do not stay hidden for long. They can show up in behaviour, reduced participation, friendship difficulties, withdrawal, attendance decline, school refusal and a growing sense of disconnection from learning and from school itself.
This is why belonging needs to be taken more seriously in schools.
Not as a slogan.
Not as a poster on the wall.
Not as language that sits beside the “real work.”
But as one of the conditions that helps shape whether young people stay engaged, connected and able to learn.
Hosted by Nikki Bonus, and featuring Gavin McCormack, Karen Robertson, Richard Crawshaw, Dianne Giblin, Claudia Bou-melhem, Gayle Walters and Jo Rouse this webinar explores one of the most misunderstood areas in education: why belonging is not peripheral to outcomes, but closely tied to engagement, attendance, participation and longer-term student wellbeing.
This is not a webinar about blame.
It is a webinar about curiosity, insight and action: what helps students feel they belong, what makes that harder, and what schools can do that genuinely makes a difference.
A key part of that conversation is student voice.
If schools want to understand whether belonging is actually being experienced, they cannot rely on assumption. Students can be physically present without feeling connected. They can appear compliant without feeling safe. They can be achieving academically while still feeling isolated, invisible or socially uncertain. Without student voice, schools can miss the difference between attendance and connection, between participation and belonging, and between being present and feeling that they matter.
This session will look at what the evidence is telling us, what schools are seeing, and what can be done more intentionally to strengthen belonging in practical ways.
It will also challenge some of the common misconceptions that continue to limit progress:
that belonging is too vague to act on
that it is mainly a wellbeing issue rather than an engagement issue
that if students are attending, they must feel connected
that school culture alone is enough, without listening directly to student voice
that belonging can be improved through goodwill without deliberate strategy
The reality is that belonging is built through daily experience.
Through relationships.
Through inclusion.
Through emotional and social safety.
Through whether students feel known, respected and able to participate without fear of judgment or exclusion.
And through whether schools are willing to ask students directly what their experience actually feels like.
What this session will explore
why belonging matters for engagement, attendance, participation and longer-term outcomes
the common misconceptions schools hold about belonging
why student voice is essential if schools want to understand whether belonging is actually being experienced
how social disconnection, invisibility and exclusion can show up before they become larger problems
what schools can do to strengthen belonging in ways that are intentional, practical and measurable
This session is for school leaders, educators, wellbeing teams and families who want to move beyond broad language about connection and ask more useful questions about what helps students stay engaged, connected and able to remain in learning over time.
Because if students do not feel that they belong, every other strategy becomes harder to land. But when schools listen more carefully, respond more intentionally, and treat belonging as something that can be strengthened through practice, student voice and shared understanding, they are in a far stronger position to support engagement, attendance and long-term wellbeing.
Dianne has worked in education in both paid and unpaid capacity for the past 32 years. Di has a passion for education, in particular public education, and the opportunities it affords young people. She has led the ACSSO secretariat since 2011 but has been a significant player in parent activism since 1984 when her eldest child commenced school. She is proud of her four children’s achievements – all successes of public education. She has held various volunteer roles in the parent movement finishing her P&C career as President of the Federation of Parents and Citizens Associations of NSW. Di was a founding Director of Public Education Foundation whose board position she held for six years; a founding Director of Primary Ethics Board and also a founding Director of The Parenthood board. She worked in a paid capacity for the NSW education department in a number of roles across a large area of Sydney. Her roles were all in the area of parent engagement and home-school partnerships including school based community officer, across district Community Development Officer and regional Partnership Officer – all through the Priority Schools Program. Recognition of her work saw her commended for Meritorious Service to Public Education and Training in 2010. In 2012 Dianne was admitted as a Member in the General Division of the Order of Australia for her service to public education and the community.
I am an experienced leader with a background across curriculum, wellbeing and whole‑school improvement in multiple school settings. I am currently completing a Master of Educational Leadership, which continues to shape and strengthen my practice. Recently, I have led the development of a strategic Engagement Framework for students, staff, and parents, and co‑created a comprehensive Student Wellbeing Framework for our College. My work is centred on building consistent, relational systems that enhance belonging, emotional safety, and engagement across the whole school community.
Nikki Bonus is an Australian founder, educator, keynote speaker and wellbeing innovator who has spent more than two decades building purpose-driven work that helps people thrive. As the Founder and CEO of Life Skills GO, she is helping redefine how schools understand, measure and respond to student wellbeing — shifting education from outdated, reactive models to real-time, evidence-based support. Nikki brings over 20 years of personal and professional experience in the research, co-design, development and delivery of social-emotional literacy programs for students, schools and organisations. Through Life Skills GO, the EdTech SaaS platform she founded for K–12 education, she has dedicated her career to equipping schools with real-time student wellbeing data, metrics, insights and reports that enable earlier identification, more precise intervention, and stronger wellbeing and academic outcomes. At the heart of her work is a clear belief: no child should fall through the cracks because of the circumstances they were born into. Grounded in evidence, neuroscience and lived experience, Nikki's approach is built on the conviction that every child can thrive when they are met with the right environment, the right skills, the right support and the right tools at the right time.
Hello! I am Gavin McCormack, a co-founder of Upschool.co, a platform that empowers students to learn real entrepreneurship skills that have real impact. With over 20 years of experience as a Montessori-trained teacher, I have taught in multiple countries and developed a passion for innovative educational practices that foster essential skills in students from an early age. I am also the Montessori Australia Ambassador and a TEDx speaker on how education can change the world. I have built several schools and several libraries and run three teacher training centres in Nepal. I am a best-selling author of children's books and a book on Montessori education for parents. I have been recognized as one of the top ten most influential global educators in 2019, 2020, 2021 and 2022, 2023, 2024, 2025 and a nominee for Australian of the Year in 2018. You can learn more about my personal pedagogy and educational philosophy at www.gavinmccormack.com.au. I am always open to collaborating with schools and educators worldwide to share my expertise on programming, classroom management, and pedagogy. Feel free to connect with me to learn more about how we can work together to bring about positive change in the education sector. 'In the ideal classroom, love is the silent lesson always being taught. It is not spoken of as much as it is shown, felt, and understood. It is the light that guides children on their path to finding their voice, and once found, to using it with the surety that comes from knowing they are loved, without conditions, without pause.'
Gayle Walters brings over twenty-five years’ experience in public policy, strategic leadership and corporate governance roles across from across state government and two decades of experience in the Not-for-Profit human services sector. Having worked in Ministerial Offices and in senior government roles across many agencies, Gayle brings a strong passion for education, child protection and supporting families and children to make our communities stronger and safer. Having been Chief of Staff to the Minister for Education and Minister for Youth Justice, Gayle brings experience and knowledge of the critical issues facing the youth justice and child protection system and the critical intersect with education in this space. Having also led P&Cs Qld for four years as President and eight years as a Board director, Gayle knows first-hand the importance education is for our community. Leading the Strategic Vision for P&Cs Qld to provide Every Child Every Chance was introduced under Gayle’s leadership. Having Chaired the K-10 Curriculum Committee for the Queensland Curriculum and Assessment Authority as well for four years, Gayle knows how important the impact of access to early education is for every family. Gayle’s personal motto is “education is the pathway from poverty to prosperity”. As the Senior Policy Advisor to the Minister for Child Safety Youth and Women and the Minister for the Prevention of Domestic and Family Violence in 2020, Gayle led the first ever national virtual summit on Domestic and Family Violence.
Jo Rouse is a Senior Occupational Therapist and one of the founding Directors of The Social Confidence Collective - an independent Occupational Therapy practice located in Melbourne. The Social Confidence Collective works with young people to support them with their social goals, including both group based and 1:1 intervention settings. Jo is an OT with over 20 years experience working in youth mental health. She has worked in both private and public mental health settings, previously working at Orygen Youth Health, a world leading youth mental health organisation. Jo has experience working with young people with a range of serious mental health issues, including depression, anxiety and psychosis. Jo also has an interest in supporting young people who are neurodivergent, previously coordinating the Autism team at Orygen.
Richard Crawshaw is the founder of Can’t Face School, an organisation dedicated to supporting young people who experience school avoidance and disengagement. With extensive experience as a leader in contemporary education, youth wellbeing, and disability inclusion, Richard works at the intersection of schools, families, and communities to create safe, supportive environments that prioritise connection, regulation, and belonging. He is committed to transforming how adults, schools, and systems understand and respond to children who struggle to engage, turning behaviour signals into opportunities for understanding and sustainable re-engagement.
Karen Robertson is CEO of Life Ed Australia and Vice President of the Australian Parents Council, with more than three decades of experience in education leadership, policy and program innovation. She is a recognised voice in children’s health, wellbeing and digital safety, contributing to national policy discussions, Senate inquiries and global education networks. Karen is passionate about translating evidence into action and building partnerships that create meaningful, lasting impact for children and young people.