As published in the Hamilton Spectator on Saturday, May 3
The Beauty of Belonging: What Really Drives Student Achievement
By Sheryl Robinson Petrazzini
Sheryl Robinson Petrazzini is the Director of Education at the Hamilton-Wentworth District School Board.
In the hustle and bustle of the school year—when assignments and extracurriculars take up so much space—it’s easy to overlook the quiet power of belonging to a student’s journey.
With Education Week approaching (May 5–9), it’s a perfect moment to pause and reflect on what truly helps students thrive.
Belonging is one of the most powerful tools we can offer—not just for social well-being, but for academic success. When students know they are seen, heard, and valued, they engage more deeply, take more learning risks, and bounce back from setbacks more easily.
Decades of research back this up. Students who feel connected to their school, peers, and teachers don’t just feel better—they do better. Belonging speaks to one of our most basic human needs: connection. For young people especially, feeling part of something bigger builds confidence, creativity, and resilience.
Still, the idea of valuing belonging as much as test scores hasn’t always been accepted. I’ve heard the criticisms—some see belonging as a distraction from the “real” work of learning. I understand where that comes from. For too long, we’ve measured success only through grades and academic results. But belonging and achievement are not in competition. They are intertwined.
As educators, we carry both a professional and moral responsibility to support every student —not just those already excelling by traditional measures. That means equipping our staff—teachers, education workers, Principals—with the time, trust, and tools to create inclusive spaces where every student feels they matter.
Because belonging doesn’t happen by accident. It’s cultivated through relationships, inclusive practices, and a culture where every voice holds value.
When I reflect on true belonging—the freedom to live as your authentic self within a supportive community—I think of Indigenous leader Justice Murray Sinclair and his words: “True belonging means there are people around you who will help you when you need it—and you, in turn, will help them.”
This simple, profound truth lies at the heart of everything we aim to cultivate in HWDSB. That is the essence of reciprocity. Belonging isn’t passive. It’s mutual. It means giving as much as receiving, listening as much as speaking, supporting as much as being supported.
When this dynamic takes hold in a classroom or school, something transformative happens. Students begin to trust—not only others, but themselves. They take more risks, share more freely, and engage more deeply. Their confidence grows. Their voices strengthen. And their potential, once unlocked by a sense of belonging, flourishes.
Belonging isn’t just about individuals—it’s a whole-school mindset. Schools that prioritize inclusion, anti-racism, and equity send a clear message: you belong here. For students who’ve been harmed, left behind or left out, that message can change everything.
And the ripple effect is real. Students who feel they belong don’t just stay in school—they grow into empathetic leaders, advocates, and engaged citizens who carry that sense of connection into every part of life.
So, during Education Week—and every week—let’s talk about belonging. Let’s stop treating it as “extra” or secondary. Because when students know they belong, they’re not just set up for school. They’re set up for life.
Let’s make belonging the cornerstone of education. Because a student who knows they belong is free to become their best self.
Updated on Monday, May 05, 2025.