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Belonging as Prevention in Schools & Communities
by Crystal Shelby-Caffey, PhD on behalf of SheRay's & Associates
Schools in my community are organized into attendance centers, with each building housing two
to three grade levels. The centers begin with the Pre-K, kindergarten, and first grade building at
one end of town and are arranged so that, as students progress through grade levels, they
physically move closer to the high school. As a new parent who had previously taught in a
school district where elementary schools were primarily Pre-K through eighth grade, I was
unaccustomed to this structure. Nevertheless, when our oldest child entered school, we were
energized by the small grade-band focus and the emphasis on family engagement. Events like
Pumpkin Fest, Penguin Fest, and the Winter and Spring Sings welcomed our family, and regular
volunteer opportunities made it clear that parent involvement was valued. We were welcomed.
We felt that we belonged.
That sense of belonging shifted abruptly when our child entered fourth grade. Opportunities to
engage with the school tapered off, volunteer roles disappeared, and communication became
transactional. Though we remained deeply invested in our child’s success, there was little
indication that the school viewed us as partners. During a pivotal developmental period, when
families and educators working together can be especially protective for children navigating
early adolescence, we found ourselves on the outside looking in. The relationship shifted from
partnership to distance, and with it, a quiet erosion of belonging.
Scholars remind us that belonging stems not only from a desire to connect or an individual’s
perception of their inclusion; it is also not incidental and must be intentionally cultivated across
developmental stages (Allen et al., 2021). In prevention work, this means creating structures
grounded in trust and sustained connection, not just in early childhood, but throughout the school years. Trust is built on the recognition that not everyone experiences schools and communities in the same way. Therefore, effective prevention efforts account for whose voices are included, whose identities are affirmed, and whose needs are prioritized. When families feel valued, included, and trusted, schools strengthen protective factors that support student well-being, engagement, and resilience. Belonging is not a one-time welcome, nor is it limited to a particular stage of the school cycle; it is an ongoing practice that matters deeply for individuals, families, and communities alike.
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