From provision to belonging: a conceptual framework for belonging-led inclusion in mainstream schools

This analysis outlines a conceptual framework advocating for a shift from provision-led to belonging-led inclusion within mainstream educational institutions. While existing provisions like policies and support systems are necessary, they are often insufficient to foster true belonging, which is presented as a fundamental condition shaped by the organization of institutional life, not merely a pupil experience or psychological state. The framework emphasizes integrating critical theories of belonging and social justice to cultivate an environment of membership, care, and participation.

Why it matters

This framework offers a critical perspective on how institutions approach inclusion, suggesting that current methods may be incomplete. Redefining inclusion around 'belonging' has the potential to enhance engagement, equity, and overall effectiveness by addressing the underlying conditions that foster participation and membership, beyond merely providing resources or accommodations.

Key insights

• Belonging is frequently conceptualized as a pupil experience, relational outcome, or psychological state.
• The proposed framework redefines belonging as a condition primarily shaped by the organizational structure and practices of institutional life.
• Current 'provision-led inclusion' (e.g., policies, interventions, monitoring) is necessary for protecting entitlements but may not guarantee actual inclusion.
• Provision can inadvertently serve as proxy evidence for inclusion, obscuring whether genuine membership, care, and participation are present.
• The framework draws upon research in school belonging, critical theories of belonging, inclusive education, and social justice.
• The core argument is for a transition towards 'belonging-led inclusion' in mainstream settings.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1914499