Data from NSW schools shows that sense of belonging at school has been declining in both primary and secondary schools since 2017. In primary schools, the decline was particularly pronounced in 2020 and 2021 and now continues at around 1 percentage point per year. Secondary schools saw a slight reversal of the trend between 2019 to 2020 however 2020 to 2023 saw a decline of nearly 8 percentage points (Figure 1).

The pattern of declining student belonging is not unique to NSW. Similar declines have been observed nationally and internationally among states in the Organisation for Economic Co-operation and Development (OECD) (Figure 2a and 2b).

Sense of belonging has declined across all student years, with the largest drops from 2019 to 2021 in primary schools and since 2021 in secondary schools. This is particularly concerning as it is the same cohort of students transitioning from primary to high school over these years.

Student background

Sense of belonging in NSW has declined across all equity groups. However, declines have been largest among girls and students from low socioeconomic status (SES) and Aboriginal backgrounds (Figure 4).

Students transitioning to high school

Concerns over belonging may be exacerbated by transition to a new school. Going to a new school disrupts friendships and raises academic stakes, in an often larger and more impersonal school environment (3).

In NSW, the decline in sense of belonging across the transition to secondary school has accelerated slightly since 2019 and more so since 2021 (Figure 5). This acceleration may be due to the disruptions to schooling experienced since 2019 – floods, bushfires and the impact of COVID-19.

The decline in sense of belonging at school is mirrored in wider mental health trends. Psychological distress has increased markedly since 2012, more so among female than male young people (Figure 6). A 2023 report reveals the 2019 to 2020 downward trend has continued with NSW and Australian decreasing between 2020 and 2023. Psychological distress records how frequently in the past 4 weeks respondents have felt nervous, hopeless, restless or fidgety, so depressed that nothing could cheer them up, that everything was an effort, and worthless. It is a robust predictor of mental health problems in young people (15 to 19 years old).

Previous analysis of data from the Longitudinal Study of Australian Children (LSAC) also shows an association between aspects of a student’s wider mental health and their sense of belonging at school. Students with low levels of anxiety or strong relationships with their parents tend to report higher levels of belonging at school (Figure 7).¹

¹ Longitudinal modelling conducted in partnership with University of Queensland – Institute for Social Science Research

Whether or not the driving force behind declining sense of belonging is located inside or outside the school gate, school characteristics can help protect against the decline in belonging or even work to raise it. Analysis of data over time shows that schools that support students' social engagement and positive teacher-student relations, and that provide a positive environment for both students and staff, also have more positive changes in sense of belonging.

Students’ social engagement

Schools that foster peer relationships, minimise bullying and provide access to activities outside the classroom where students can connect with others with common interests may protect against a decline in sense of belonging.

Previous CESE data analysis shows that schools with lower levels of bullying, and higher levels of positive peer relationships and participation in sports and clubs, tended to have lower levels of decline in belonging or even large increases (Figure 8). Schools with large increases distinguish themselves particularly through less bullying and more participation in sports.

Quality teaching practices

Schools that create caring, fair and respectful learning environments, and that affirm students’ ability to succeed at school by combining high expectations with the support needed to meet them, may protect against a decline in sense of belonging at school. Schools with high-quality teacher-student relationships may also protect against a decline in sense of belonging.

Previous CESE data analysis shows that schools with more positive teacher-student relations, advocacy at school, teacher expectations for success and classroom management also record more positive changes in sense of belonging (Figure 9).

Staff wellbeing

There is little direct research on the link between staff wellbeing and student wellbeing. However, some researchers suggest that teachers who feel good about themselves and in their job are better able to build good relationships with students and provide consistent expectations in the classroom (5, 6).

Previous CESE data analysis shows that in NSW schools, staff wellbeing is positively associated with changes in sense of belonging (Figure 10). In primary schools, staff support and satisfaction and low levels of work stress in particular are distinguishing factors.

School infrastructure

There is limited research on the link between the built school environment and student sense of belonging at school. However, some findings suggest that the physical environment sets the stage for positive perceptions of school (3, 5, 7). The availability of recreational spaces and opportunities to play and socialise support students’ connection to their peers. A clean and pleasant environment also sets expectations for safety and for positive, respectful relationships.

Previous CESE data analysis shows that in NSW schools, the physical school environment is positively associated with changes in sense of belonging (Figure 11). The state of toilets, playgrounds and covered areas is particularly important.

Principals and school leaders should thoroughly understand their own context before adopting any strategies to uplift students’ sense of belonging, ensuring alignment with their school's specific environmental circumstances and needs.