Belonging

Belonging is not a bonus in the workplace — at the GEC we know it’s the emotional bedrock that supports performance, wellbeing, and retention. Yet, across our 26,000 Voices dataset, only 63.8% of staff agreed that they felt a sense of belonging in their school. That means more than a third of staff — thousands of professionals — are working in environments where they feel othered, overlooked, or excluded.

The staff qualitative responses speak volumes. For many, belonging is fragile — easily shaken by workplace culture, microaggressions, and a lack of visible representation. As one staff member shared:

“I feel like a guest in my own school. I do my job, but I never really feel part of it.”

Our Kaleidoscopic Data analysis highlights that Global Majority staff, particularly Black and South Asian colleagues, consistently reported lower belonging scores. These staff members described the pressure to code-switch, navigate stereotypes, or remain silent on issues of race to “keep the peace.”

“I’m constantly walking a tightrope. If I speak up, I’m seen as angry or difficult.”

Neurodivergent staff and those with disabilities also reported barriers to belonging — not only physical but attitudinal. Many felt that workplace policies were “tick box,” and lacked genuine understanding or dialogue.

“There’s an inclusion policy, but not one person has asked me what actually works for me.”

Staff who are LGBTQIA+ described similar dissonance, particularly in more conservative school cultures:

“I’m out to some staff, but not all. I edit myself constantly — even around students.”

The data reveals a broader culture of self-censorship, which contradicts the core message of authenticity and inclusion often stated in school values. In fact, those who selected “strongly disagree” on the belonging item often also reported feeling disadvantaged professionally and lacking trust in leadership.

Kaleidoscopic Data shows that intersectionality compounds exclusion. A staff member who is both disabled and from the Global Majority may experience exclusion in layers — where the impact of multiple identities results in cumulative disadvantage. One respondent noted:

“I’m a working-class, queer woman of colour. Every meeting reminds me I don’t fit the mold.”

Conversely, in schools with inclusive leadership, mentoring networks, and safe spaces, staff were far more likely to report positive belonging. These schools tended to have:

• Open discussions around bias and equity

• Flexible adjustments for access needs

• Diverse leadership teams

• Space for cultural, gender, and family identities

One respondent from such a setting said:

“I’m not just tolerated here. I’m valued. That’s why I stay.”

Belonging should never rely on individuals adapting to fit in — it should be about organisations adapting to include. Until we create environments where staff feel seen and respected as their whole selves, inclusion remains incomplete.

We must listen to what this data tells us: belonging is not soft — it is structural. And when it is absent, so too is equity.