Over the past 12 months at ICS, we have been on a journey of questioning, discussing, researching, defining and articulating what it means to belong at our school. We wanted to go beyond creating a single ‘inclusion’ policy and develop a truly unique, rich and innovative approach to belonging, one that would capture our commitment to being leaders in this space. Central to our thinking was this important question - how does it really feel when you belong somewhere? Is it that you are included? Is it that you feel respected? Is it that you can be yourself? Is it that you connect with other students and teachers? Is it that you feel not only accepted, but celebrated?

Our findings were not surprising - it is all of this. And even more. Through a series of consultations with Primary and Secondary students, parents and staff members, I filled notebooks with people’s thoughts on what it meant to belong at ICS, and what actions led to that feeling. I also discovered what stops people from feeling like they belong, and what we as a school can do to prevent those feelings from taking shape. From the youngest student, right through to the most experienced staff member, the message was consistent - a stable, lasting sense of belonging is one of the most important ingredients to a thriving school life.

The first decision we made when starting this work was an important one. We decided to focus not on inclusion, as most organisations do, but on belonging. Why? Because belonging(ness) is the ultimate conclusion of inclusion done well. Belonging(ness) is more crucial to mental health and wellbeing than inclusion, and it speaks to a collective feeling. Inclusion involves efforts and behaviours that can be fostered by the school to promote equal opportunity for all - belonging is what results when this is done properly.

And so it is with great pride that we are bringing to life the words and thoughts of our community through the new ICS Belonging Directory. Currently in its infancy, the Directory is a suite of policies and frameworks that underpin our practices related to belonging. They articulate the actions and behaviours we expect of our students, staff and parents, and provide guidance on how to create and maintain an environment where everyone feels welcome, safe and free to be themselves. They remind us that when we put belonging at the centre of all we do, every person in our school community benefits. The journey has only just begun, but it is with great excitement that we look toward our future and the possibilities that await us when belonging comes first.