Belonging in School: The Importance of Solitary Play and Familiar Spaces
Co-authored by Kelly-Ann Allen, Ph.D., and Cassie Hudson
A unique study conducted by our research team involved asking a five-year-old to draw what makes her feel like she belongs at school. Surprisingly, she drew herself surrounded by Lego blocks, expressing that playing with them made her feel like she belonged.
This study, which involved analyzing drawings and conversations with 108 children in their first year of school in Melbourne, revealed a significant finding. Children have a clear understanding of what makes them feel like they belong, and it doesn’t always revolve around other people.
While friendships and teachers are essential, the study highlighted the importance of other factors that contribute to a child’s sense of belonging.
Solitary play emerged as a crucial aspect, with 61% of children drawing themselves engaged in play, with nearly half of them playing alone. These children were purposefully engaged with familiar objects that provided them with a sense of security.
One striking example was a boy who filled his page with Lego pieces and depicted himself reaching for blocks, emphasizing the role of familiarity in creating a sense of belonging.
While social play was also evident, the study emphasized that structured activities and constant social interaction may not always be necessary for fostering a sense of connection. Unstructured times, where children feel safe, can also be conducive to building a sense of belonging.
Children’s drawings of relationships revealed three different levels of social connection: seeing, being, and doing. Some children felt a sense of belonging simply by seeing their teacher from a distance, while others required closeness or active involvement for connection.
The study also highlighted the significance of specific school locations in fostering a sense of belonging. Children often chose spaces that offered safety or freedom of choice, such as book corners or playgrounds that provided autonomy and choice.
Predictability emerged as a key factor in creating connectedness, with 73% of children linking a sense of belonging to familiarity. Familiar routines, faces, and activities were depicted in their drawings, emphasizing the importance of predictability and consistency.
The study’s approach involved reading a story about belonging to children before they drew, allowing them to understand the concept without influencing their school-specific responses. This method enabled children to express complex feelings through visual, written, and verbal modes.
In conclusion, the study’s findings underscore the importance of belonging in the first year of school, as it sets the foundation for academic success, forming friendships, and developing resilience. Belonging is not about fitting in but finding one’s unique way to build connections and safety in the school environment.
In practical terms, the study suggests that belonging does not always require intensive interventions. Providing opportunities for unstructured play, creating predictability through schedules and routines, recognizing different social intensities in children, and designing spaces consciously with a variety of options are key to fostering a sense of belonging in school.