In recent years, education systems across Europe have made significant progress in enhancing accessibility for diverse learners. Schools have introduced ramps, assistive technologies, and adapted curricula to accommodate students with a range of needs. However, true inclusion extends beyond accessibility; it requires the cultivation of a profound sense of belonging. The challenge for teacher education today is to move beyond logistical adjustments and create learning environments where every student feels valued, heard, and empowered.

Traditionally, inclusion in education has been evaluated based on physical access and differentiated instruction. Schools have implemented adapted assessments, provided learning support, and developed individualised education plans. Yet, despite these initiatives, many students — particularly those from marginalised communities, neurodivergent learners, and students with disabilities — continue to experience feelings of exclusion within their own classrooms.

Belonging is not merely about being present; it is about being accepted and fully included. Research in educational psychology highlights that students who develop a strong sense of belonging in school demonstrate higher levels of motivation, improved academic outcomes, and enhanced mental well-being. Conversely, those who feel excluded, either socially or culturally. are at greater risk of disengagement and underachievement.

For teacher educators, the central question is: What is required to foster a genuine sense of belonging in education?

Achieving a shift from access to belonging necessitates a re-evaluation of teacher education. Rather than focusing exclusively on policy implementation and special education frameworks, teacher educatiion programmes must equip educators with inclusive pedagogical strategies that nurture relationships and foster an ethos of belonging.

Some key areas for reform include: 

1) Humanising the Curriculum: Traditional curricula often reflect dominant cultural narratives, marginalising students from diverse backgrounds. Teacher education should promote critical engagement with curriculum content, encouraging educators to examine whose perspectives are represented in the classroom. By integrating diverse voices, histories, and learning styles, teachers can create a curriculum that resonates with all students, rather than privileging the majority.

2) Embedding Social-Emotional Learning (SEL): Belonging is intrinsically linked to emotional well-being. Teacher training programmes should incorporate social-emotional learning (SEL) frameworks, which equip students with empathy, self-awareness, and interpersonal competencies. Practical strategies, such as structured peer collaboration, classroom rituals, and restorative practices, can help foster an environment of trust and mutual respect. 

3) Moving Beyond Deficit-Based Approaches: Students with special educational needs, linguistic barriers, or behavioural differences are often classified in ways that reinforce a sense of ‘otherness’. Instead of focusing on perceived deficits, teacher education should emphasise strength-based approaches that recognise and build upon students’ capabilities. By adopting an asset-based perspective, educators can empower learners and support their academic and personal development. 

4) Transforming School Culture: Creating a culture of belonging cannot be the responsibility of individual teachers alone; it requires a collective, systemic effort. Teacher education must prepare future educators to challenge exclusionary practices, advocate for institutional change, and engage families and communities in the learning process. Schools that prioritise collaboration, student-centred learning, and cultural responsiveness are more likely to cultivate a genuine sense of belonging.

The transition from accessibility to belonging in education is not simply an aspirational goal; it is an educational imperative. A school may be equipped with the latest assistive devices and inclusive policies, yet still fail to support its students if they do not feel genuinely valued and included. Inclusion must not be understood as a checklist of accommodations, but rather as a holistic pedagogical philosophy that places human connection, identity, and empowerment at the heart of education.

Teacher education plays a fundamental role in shaping the next generation of educators. By embedding principles of belonging, equity, and cultural responsiveness within teacher training, we can move beyond superficial accessibility and create classrooms where every student has not only a place in the learning environment, but also a voice in shaping it. The key question we must continue to ask ourselves is not merely “Are students included?”, but rather, “Do they truly feel that they belong?”

Michel Hogenes, March 2025

The Hague University of Applied Sciences

Categories: Debate