There is cause for celebration in English education. Primary school children in England now rank 4th in the world for reading — largely the result of synthetic phonics instruction. Just before the pandemic, maths scores for 15-year-olds saw dramatic improvements, placing England in the global top 15. Good stuff, no?

Not so fast. Underlying these successes is an issue that rarely receives the same attention as academic scores: the health and wellbeing of young people.

Where do the problems lie?

There is an acute sense of alienation among England’s school children. Only 62% of pupils say they feel they belong at school — compared to an average of 75% across developed nations. We are also in what many describe as an attendance crisis, with a national project underway to tackle growing absenteeism. For some secondary-aged children, an entire academic year has passed without setting foot in a school building. Something is seriously wrong.

What is causing this?

Perhaps we are suffering from the achievement paradox: chasing academic outcomes while sacrificing wellbeing on the altar of exam success. Gove’s education reforms appear to have raised attainment through a more rigorous curriculum and greater appreciation for knowledge — but at what cost? In striving for economic competitiveness, have we created a generation of miserable children?

Technology may compound this. Iain McGilchrist, in The Master and His Emissary, argues that industrialisation and technological progress have created a dislocation of place and severed ties of belonging. It is worth asking whether students have become similarly dislocated from their schools.

Ways to fix belonging

In my work as a pastoral leader, creating community — genuine attachment and belonging — has been a central aim. Here are the strategies I have found most effective.

Student voice

Having led the Student Council in three schools, I believe this forum is essential to a sense of democracy. The Greek root of demos means people. When we listen to young people and act on good suggestions, we signal that their voice matters and that they share responsibility for shaping their school.

A few questions for school leaders:

• How much say do students have in how school is run?
• Which non-traditional student leaders might you need to work harder to include — those with SEND, from minority backgrounds, or underrepresented genders?
• What formal and informal channels exist for students to raise concerns or offer suggestions?

A vibrant events calendar and co-curricular offer

Plan a calendar of events that gives students something to look forward to. Offer a variety of clubs at lunch and after school. A culture of celebration is worth building deliberately.

Actively work on culture

Culture is not a theory — it shows up in how students are greeted at the gate and in corridor interactions every day. Draw on established frameworks to guide your approach; I used the UNCRC Rights Respecting Schools framework to shape our work on student voice and behaviour, keeping children’s rights — and adults’ responsibilities — front and centre.

During one international post, I set up a breakfast club: a calm, welcoming space to socialise, do homework, or play Uno. One caveat — set clear rules about devices, or students will spend the time staring at screens.

Belonging is not a small matter

It is not a choice between belonging and attainment. In fact, belonging drives attainment: students with a strong sense of belonging score, on average, 32 points higher in mathematics, with particular benefits for students with SEND.

We direct our attention according to what we value. Leaders must be intentional about belonging — not as an add-on, but as a foundation. The solutions are straightforward. They simply take time and consistent effort.

The main edits made: removed the repetitive framing around McGilchrist’s argument, consolidated the culture section, cut redundant signposting phrases, and tightened the conclusion which previously restated ideas already made. Your reflective tone and grounding in direct experience are fully preserved.