The first few weeks of a new school year give providers an opportunity to learn about the children in their classroom. By late September, providers may begin to notice friendship patterns, children who are having trouble connecting, children who are quiet or hesitant, and routines that may not be working well for everyone. These observations can help providers think about an important question: Does every child feel like they belong?

Belonging means that children feel accepted, valued, respected, and included. When children feel that they are an important part of their classroom community, they are more likely to feel comfortable participating, building relationships, and learning. Providers do not have to create a perfect classroom. Small, intentional changes can help every child feel more connected.

Why Belonging Matters

Children spend a large part of their day in early learning and school settings. The relationships and experiences they have in these settings can shape how comfortable they feel participating and connecting with others. A strong sense of belonging can help:

• Build children's confidence
• Support positive relationships with peers
• Encourage participation in classroom activities
• Help children feel safe and accepted
• Support social and emotional development
• Create a stronger classroom community

Notice Who May Be Struggling to Connect

By this point in the school year, providers may have a better understanding of how children interact with one another. Take time to observe children during free play, group activities, transitions, meals, and outdoor play. Look for children who may:

• Often play alone
• Have difficulty joining groups
• Seem unsure about participating
• Have frequent conflicts with peers
• Become overwhelmed during certain routines
• Need additional support to communicate
• Have difficulty adjusting to changes

Remember that every child is different. Some children enjoy playing independently and may not need help connecting with others. The goal is not to make every child interact in the same way. Instead, providers can look for children who want to participate or connect but may need additional support.

Build Opportunities for Friendships

Friendships do not always happen naturally. Some children may need help finding a way to join a group or start an interaction. Providers can create opportunities for children to connect by:

• Pairing children with shared interests
• Offering small-group activities
• Encouraging cooperative games
• Modeling how to join play
• Giving children opportunities to work toward a shared goal
• Helping children practice taking turns and sharing ideas

For example, instead of telling a child, "Go find someone to play with," a provider could say, "You both like animals. Would you like to build a zoo together?" A simple starting point can make joining a group easier.

Create Inclusive Classroom Routines

A routine that works well for most children may still be difficult for some. Long waits, unclear directions, loud spaces, or sudden changes can make participation harder. Providers can make routines more accessible by:

• Using visual schedules
• Giving children warnings before transitions
• Keeping directions short and clear
• Offering choices when appropriate
• Providing movement breaks
• Creating quiet spaces when needed
• Allowing different ways to participate

The goal is not to create a completely different routine for every child. Instead, providers can make small changes that remove barriers and help more children participate successfully.

Help Children See Themselves in the Classroom

Every child and family should feel welcomed, valued, and included. Take a moment to look around your classroom. Does it reflect the children and families you serve? Children should have opportunities to see their families, cultures, languages, abilities, and experiences represented in meaningful ways. Ways to promote belonging include:

• Displaying books with diverse characters and families
• Including materials that reflect different cultures and family structures
• Respecting children's home languages
• Using inclusive and respectful language
• Displaying children's artwork
• Including materials that represent different abilities
• Celebrating children's unique strengths and interests

Representation should not be limited to a special event or one month of the year. It can be part of the classroom throughout the year.

Give Children a Voice

Children should have opportunities to share their ideas and experiences. Asking children simple questions can help providers understand what makes them feel comfortable and included. Try asking:

• "What is your favorite place to play?"
• "Who do you like to play with?"
• "What helps you feel comfortable?"
• "What would you like to do more often?"
• "What could make our classroom better?"

Younger children may not always have the words to explain how they feel. Providers can also learn by watching children's behavior and listening to the ways they communicate.

Support Children Who Need More Help

Some children may need additional support to feel connected to their classroom community. This does not mean something is wrong with the child. A provider might:

• Introduce a child to a peer with a shared interest
• Provide extra support during transitions
• Offer visual or communication supports
• Adjust an activity to make participation easier
• Provide a quieter space when needed
• Help children practice social skills

The goal is to support children without making them feel different or singled out.

Partner With Families

Families know their children best. They can provide information that providers may not see during the school day. Ask families questions such as:

• What does your child enjoy most?
• What helps your child feel comfortable?
• How does your child usually ask for help?
• What strategies work well at home?
• Is there anything you would like us to know?

Regular communication helps providers better understand each child and gives families a chance to share what works for them.

Neurodiversity Considerations

Neurodivergent children may learn, communicate, play, move, or interact with others in different ways. An inclusive classroom recognizes these differences as part of human diversity. Providers can support neurodivergent children by:

• Asking families what strategies work well at home
• Providing predictable routines
• Using visual supports
• Considering sensory needs
• Offering different ways to participate
• Respecting different communication styles
• Building on children's interests and strengths
• Avoiding expectations that children hide natural ways of communicating or interacting

The goal is belonging, not sameness. Children should not have to change who they are just to feel included.

What Research Says

Research shows that children's sense of belonging is connected to relationships, safety, friendship, and feeling included. Children who feel accepted by their peers may also be more engaged in classroom activities. Research also highlights the importance of creating early learning environments where children see themselves represented and feel respected. Inclusive environments can support children's relationships and sense of belonging.

Studies also suggest that children's own voices are important when understanding belonging. Listening to children can help providers learn what makes them feel accepted and connected. For children with disabilities and neurodivergent children, meaningful participation and supportive relationships can help children become active members of their classroom communities.

Summary

Belonging does not happen by accident. It develops through everyday interactions, relationships, classroom routines, and opportunities for children to participate.

Providers can help children feel that they belong by noticing who may need additional support, creating opportunities for friendships, listening to children's voices, partnering with families, and making classroom routines accessible to everyone. The goal is not for every child to participate in exactly the same way. The goal is for every child to know that they have a place in the classroom community.

Five Key Takeaways

1. Every child deserves to feel accepted, valued, and included.
2. Providers can notice when children may need help connecting with others.
3. Flexible routines can make participation easier for more children.
4. Children and families can help providers understand what supports belonging.
5. Belonging means creating a classroom where children can participate without having to hide who they are.

Frequently Asked Questions

What if a child prefers to play alone?

Playing alone is not always a concern. Some children enjoy independent play. Watch for signs that the child wants to connect but may need help doing so.

How can I help a child who has trouble making friends?

Start small. Connect the child with one peer who shares an interest and provide an activity they can do together.

Do all children need to participate in the same way?

No. Children may need different support or different ways to participate. Inclusion means providing meaningful opportunities for every child.

How can I tell if a child feels like they belong?

Look for signs such as participating in activities, connecting with trusted adults or peers, sharing ideas, and appearing comfortable in the classroom. When possible, ask children directly about their experiences.

Extra Resources

Classroom Belonging Self-Check

• Every child is greeted by name.
• Children have opportunities to make choices.
• Classroom materials reflect diverse children and families.
• Children have different ways to participate.
• Children have opportunities to build friendships.
• Children's ideas are included.
• Children's strengths and interests are recognized.
• Families are invited to share information about their child.
• Positive communication with families happens regularly.

Provider Reflection Questions

• Who seems connected in my classroom?
• Who may need help joining activities?
• Are my routines working for everyone?
• What does each child enjoy?
• How can I create more opportunities for friendships?
• What is one change I can make this week?

References

Chen, J., Jiang, H., Justice, L. M., Lin, T.-J., Purtell, K. M., & Ansari, A. (2020). Influences of teacher–child relationships and classroom social management on child-perceived peer social experiences during early school years. Frontiers in Psychology, 11, Article 586991. https://doi.org/10.3389/fpsyg.2020.586991

Erwin, E. J., Valentine, M., & Toumazou, M. (2024). The study of belonging in early childhood education: Complexities and possibilities. International Journal of Early Years Education, 32(1), 6–20. https://doi.org/10.1080/09669760.2022.2128307

Harper-Hooper, W., IV, Samuels, A. J., & Samuels, G. L. (2024). Equity and inclusion in early learning environments: Fostering relationships, representation, and respect. Dimensions of Early Childhood, 52(1), 8–13.

King, J. A., Zhbanova, K. S., & Leffler, J. L. (2024). Role of early childhood educators in addressing diversity. Dimensions of Early Childhood, 52(1), 30–35.

Salvas, M.-C., Archambault, I., Olivier, E., Vitaro, F., Cantin, S., Guimond, F.-A., & Robert-Mazaye, C. (2022). Interplay between peer experiences and classroom behavioral engagement throughout early childhood: Intraindividual and interindividual differences. Journal of School Psychology, 93, 138–153. https://doi.org/10.1016/j.jsp.2022.06.004