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Belonging in Schools is a set of two guidance documents and an overview to guide policy making decisions when considering inclusivity, with an emphasis on neurodiversity. Guidance is more focused on the process of making policy decisions than specific policies.
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Who is this resource designed for?

This resource is suitable for children with: ASC, ADHD, Tic disorders, Speech, language + communication difficulties, Intellectual disability, Dyspraxia, Dyscalculia, Dyslexia, Movement disorders, Acquired brain injury

Age Group: 3 - 18

Intended outcome(s): provide guidance on how to make policy decisions that promote inclusivity, specifically by providing a framework of reflecting, planning and implementing to make decisions tailored to a given school

Does this resource also support student health/wellbeing? Unclear

Developed by: University of Cambridge

This resource is: FREE

Resource Delivery

Resource type: Education/information for staff, Practical strategies

Resource delivered by: Senior Leadership

Training required: None

Notes on training:

Evaluations

Has this resource been co-developed with the community? No

Educator
score

6.0

Evidence
rating

6.0

Educator Appraisal

IN-Hub teacher evaluation Grace Dallimore gives her evaluation of Belonging in Schools, by University of Cambridge. Here is a summary of what Grace thinks: “Belonging in schools is a guide to help schools develop policies to support neurodivergent pupils. I like that it promotes inclusivity and has a focus on wellbeing. I didn't like that the strategies would be difficult to implement due to school structure, and relies on how well the leadership implements the strategies and policies.”

Evidence Rating

Belonging in schools was developed by experienced contributors to both research and education and is based in scientific theory, however it currently does not have any evidence to demonstrate if it is effective most likely due to being released in 2023.