policy
Research: School belonging and attainment at key stage 4
- Source
- UK Department for Education
- Published
- Last verified
- 19 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- United Kingdom
- Relevant to
- Research & Evidence, Technology & Data, Policy & Regulation
Executive summary
What happened, and why should leadership care?
The UK Department for Education has conducted research analyzing the relationship between school belonging and academic attainment for 16-year-olds in England. This analysis utilized linked survey and administrative data to investigate how a sense of belonging within a school environment correlates with educational outcomes at Key Stage 4.
Why this matters
Why is this strategically important?
Understanding the factors that influence academic attainment, such as school belonging, is crucial for developing effective educational strategies and interventions. Insights from this research can inform policy decisions aimed at improving student engagement, well-being, and ultimately, educational outcomes across the system.
Key insights
What should be noted from the evidence?
- Analysis performed by the UK Department for Education.
- Focuses on the relationship between school belonging and attainment.
- Target demographic is 16-year-olds in England.
- Utilizes linked survey and administrative data for the study.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by UK Department for Education · United Kingdom. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication