What first year students should belong to

Co-author Dr. Kelly Ann Allen, Kathy Hudson

Members of our research team gave 5-year-old children crayons and asked them to draw something that made them feel like they belonged at school. She drew herself surrounded by Lego blocks. “When I play with Legos, I feel like I belong at school,” she wrote.

this was not what we expected our latest research. Our research team made important discoveries after analyzing drawings and conversations with 108 Year 1 children from schools across Melbourne. Children know exactly what makes them feel like they belong, but it doesn’t necessarily involve others.

Of course, friendships and teachers were really important, but perhaps we were not prepared for how important other factors were.

Solo play is more important than we think

61% of children drew pictures of themselves playing. Almost half of these drawings depicted children playing alone. do not have lonely. Not isolated. Intentionally engaging with familiar objects that create a sense of security.

One boy filled an entire page with Lego pieces and drew himself as a faceless figure with wiggly arms reaching for the blocks. Toys were the norm. Built through familiarity (pardon the pun).

Other children depicted themselves participating in social play. Trampoline, playground games and shared activities with friends. Solo players reminded us that we don’t necessarily need other people to belong.

Forcing structured activities and constant social interaction can miss the point. It may also be during times of disorganization that children feel safe and may develop a sense of belonging.

Three levels of social connection

Children showed us three different levels when drawing relationships: seeing, being together, and doing.

Some children felt a sense of belonging when they saw their teacher across the classroom. One girl drew her teacher in the shape of a heart shaped like a house and wrote, “When I look at my teacher, I feel like I belong to the school.” The teacher was not interacting with her in the picture. they were just there.

Others needed to be nearby. They pictured themselves standing close to friends or sitting close to classmates, not necessarily talking or playing together.

The third group required active involvement. Draw pictures, play games, run together. These were the obvious relationship builders that most school programs targeted.

We need to evaluate the first two groups more. Quiet socializing may promote a greater sense of belonging than we realize, and some students may even prefer it.

A space that supports your place

40% of children highlighted a specific school location. They chose spaces that offered either security or agency.

Book corners also appeared frequently. A small, limited area where children can take shelter. Playgrounds offer autonomy, freedom, and choice. One child drew a tree in the schoolyard and wrote that looking at the tree made him feel like he belonged.

The physical environment is important to a sense of belonging, and schools that understand this create multiple types of spaces, including lively social areas, quiet retreat zones, and semi-private areas where children can observe before participating. This diversity meets a variety of needs.

Predictability creates a sense of belonging

The most powerful finding was that 73% of children associated a sense of belonging with a sense of closeness. They depicted morning routines, familiar faces, and predictable activities. One child painted the front of the school building and explained that just seeing this familiar sight made him feel like he belonged.

Predictability and consistency are important factors in their own right.

our approach

Before the children began drawing, lead researcher Kathy Hudson read them a story called “Mia Belongs Here,” which focuses on belonging to the home environment. This allowed children to understand the concept without influencing school-specific responses. We then asked each child to use pictures and words to complete the sentence “I feel like I belong at school…”.

The children drew for 10 minutes and then individually talked and explained their drawings. This approach allows children to express complex emotions through multiple ways, including visual, written, and verbal.

practical meaning

Belonging does not require intensive intervention. Many children naturally develop a sense of belonging through interaction with familiar objects, play, and a sense of safety in their own space.

We need to protect unstructured playtime. Both solitary and social play contribute to a sense of belonging, but children need choices about how they participate.

Creates predictability. Timetables, consistent seating arrangements, and regular routines help children feel secure enough to take social risks.

Recognize that children have different social strengths. Some children require active involvement. Others just need to see a familiar face. Both are valid paths to belonging.

Design your space intentionally. Children need choices. Lively social areas and quiet retreat spaces, open play areas and cozy corners.

conclusion

These results are important because belonging in the first year of school sets the tone for everything that follows. Children who feel like they belong become students who take academic risks, form friendships, and thrive. resilience.

A 5-year-old drawing with Lego taught us something important. Belonging is not about fitting in. It’s important to find unique ways to build connectivity and security.