Ways Schools Can Better Support Students

Universities and colleges put enormous effort into welcoming new students. Orientation weeks are colourful, busy, and full of opportunities to connect, but research shows that the sense of belonging students gain in those early days often fades as the semester progresses. The challenge, and opportunity, is for practitioners to design approaches that sustain belonging beyond the first few weeks. A recent study (International Journal of Qualitative Studies on Health and Well-being, October 2024) examined how students navigate educational transitions and highlighted the importance of realistic preparation, sustained connection, and the role of educators in shaping belonging. Drawing on the study, here are five domains to guide practice: 1️⃣ Prepare by setting realistic expectations. Too often, students arrive with glossy images of university life, only to feel blindsided by the pace, workload, or challenges of forming new friendships. Providing honest, balanced information before arrival helps normalise difficulty and reduce the shock of transition. Examples could include current student or alumni-led Q&A sessions, “What I wish I’d known” videos and resources.   2️⃣ Connect by creating micro-moments not just big events. Large welcome events can spark initial excitement, but belonging is sustained through everyday micro-connections - someone to sit with in class, a lecturer remembering your name, a peer inviting you to coffee. Encourage tutors to use ice breakers beyond week one, support student leaders to facilitate ongoing low-barrier activities that foster peer and staff connection like weekly walks or shared study sessions. 3️⃣ Empower educations as ‘belonging builders.’ The research reinforces that educators play a critical role in student wellbeing. Approachability, empathy, and inclusivity from teaching staff often matter as much as peer friendships. Small practices like checking in, learning names, or acknowledging diverse perspectives can have outsized impact. 4️⃣ Integrate by addressing compounding transitions. Academic demands, social shifts, housing changes, and wellbeing challenges often overlap. Students rarely experience these in isolation, and when combined, they intensify stress and risk of disengagement. Consider integrated and holistic advising models where academic, wellbeing, and housing staff collaborate to support students. 5️⃣ Monitor, recognising loneliness as an early signal Finally, loneliness is often the first indicator of deeper wellbeing issues. Monitoring connection levels can provide an early warning system for support. Use pulse surveys, quick check-ins in tutorials, or digital tools to flag students at risk of isolation, paired with clear referral and early intervention pathways (e.g., peer connectors, student mentors, proactive outreach). 🔗 Read the full study: https://lnkd.in/gjvUH6sa

Empty chairs tell a story. In too many schools, children with SEND are present on the roll but absent from the room. The barriers are real, but they are not inevitable. Here are 10 things schools can do to break them down: 1. Design for belonging, not bolt-ons – Classrooms should feel like home bases, not places children are pushed out of into side rooms. 2. Prioritise relationships – Every child needs a trusted adult who notices absence and celebrates presence. 3. Flexible starts, safe transitions – For some pupils, the hardest part of the day is simply arriving. Schools can design softer entry points. 4. Curriculum that connects – Make learning meaningful, accessible, and linked to strengths, not just deficits. 5. Voice and choice – Involve children with SEND in decisions about their routines, adjustments and supports. 6. Joined-up support – Families, SENCOs, attendance leads, and external agencies must work as one team, not in silos. 7. Visible adjustments – Normalise reasonable adjustments so they aren’t seen as “special” or stigmatised. 8. Celebrate presence, not just performance – Reward the effort of showing up, not just the attainment once there. 9. Train every adult – SEND awareness shouldn’t sit with a few specialists; it should be a whole-staff skillset. 10. Data with depth – Track attendance by need type and provision, so the “empty chairs” don’t get hidden in averages. The chairs in the hall are waiting. The question is: what will we design differently so that children with SEND don’t just attend, but truly belong? 👉 What strategies are working in your school to break down barriers to attendance for SEND pupils?

* Building Relationships: Take the time to get to know students individually. Learn about their interests, hobbies, and what motivates them. For example, a teacher might start the year with a survey asking students about their favorite things or spend a few minutes each day chatting with individual students about their lives outside of school. * Showing Empathy and Understanding: Recognize that students' behavior is often a reflection of their experiences and challenges. Be patient and understanding, and try to see things from their perspective. For example, if a student is consistently late to class, a teacher might ask them privately if everything is okay at home rather than immediately punishing them. * Creating a Safe and Supportive Classroom: Establish a classroom environment where students feel safe to take risks, make mistakes, and express themselves. This can be achieved through clear expectations, consistent routines, and a focus on positive reinforcement. For example, a teacher might create a classroom agreement with students outlining expectations for behavior and communication. * Providing Opportunities for Success: Offer students opportunities to shine and experience success, regardless of their academic abilities. This can be achieved through differentiated instruction, flexible grouping, and a focus on individual growth. For example, a teacher might allow students to choose their own projects or assignments based on their interests and strengths. * Celebrating Diversity: Create a classroom environment where diversity is celebrated and all students feel valued and respected. This can be achieved through inclusive curriculum, culturally responsive teaching practices, and opportunities for students to share their unique perspectives. For example, a teacher might incorporate diverse texts and perspectives into their lessons or invite guest speakers from different cultural backgrounds. * Using Positive Language and Reinforcement: Focus on praising effort and progress rather than just achievement. Use positive language to encourage students and build their confidence. For example, instead of saying "That's wrong," a teacher might say "That's a good start, let's try it this way." * Being a Role Model: Model the behaviors and attitudes you want to see in your students. Be respectful, compassionate, and enthusiastic about learning. For example, a teacher might share their own struggles and successes with students to show them that it's okay to make mistakes and that learning is a lifelong process.

Having had the privilege of visiting and working with many schools across the GCC and in particular in the UAE, I share below some of the common features I have observed of effective and inclusive schools. The starting point is an inclusive vision and coherent policy development related to the vision. The vision is usually underpinned by a common language, clearly understood by all stakeholders. The admission, teaching & learning, assessment, well-being, and curriculum policies clearly promote inclusive practices. In the most inclusive schools , there are leaders at all levels, including students, who consistently promote inclusivity and work collaboratively to address and remove barriers to learning. There is always regular professional development, that effectively focuses on improving outcomes for all groups of students. Leaders and teachers use data effectively to support all groups of students as well as appropriately. Teaching and learning assistants strongly promote independance and effectively supported and trained The curriculum is adapted well to meet diverse learning needs. This includes modifying content, processes, resources, and learning environments to facilitate access for all students Schools design the lessons to provide multiple means of engagement, representation, and expression. The lessons are not text or teacher dependent, and students have choice and agency when using technology Co-teaching models are often utilised so that general and special education teachers work together in the classroom to support all students. parents and families are equal partners in the educational process, providing them with resources and support to help their children succeed. Regular assessments that are contextual are : conducted regularly and adapted to meet the needs of the student progress and adjust teaching strategies as necessary. In the most effective and inclusive schools, they develop clear, concise IEPs that set goals tailored to individual needs and they are regularly reviewed. The goals are challenging, not repetative and detail strategies to secure success.. Fully inclusive schools create a common and positive language with reference to inclusion. Schools ensure that all students have access to extracurricular activities and that they are designed in a way that enables different groups of students to express their talents in different ways Schools utilise online resources and platforms that cater to various learning styles and needs and they use assistive technology well In effective, inclusive schools regularly seek feedback from students, parents, and staff to identify areas for improvement to inclusive practices. Effective inclusive schools have established professional learning communities where educators can share experiences and strategies related to inclusion.

As educators, we often walk a tightrope between curriculum demands and the need to keep learners engaged. Over time, I’ve learned that motivation is not something we pour into students, it's something we ignite within them. Here are 7 practical ways I’ve seen work in my classroom and in others: 📍 Build strong relationships When students feel seen, heard and safe, they show up differently; for themselves and for the learning. 📍 Promote autonomy and student voice Choice empowers. Whether it's letting them select topics or co-create rubrics, ownership deepens investment. 📍 Make learning relevant If they don’t see the “why,” they won’t commit to the “what.” Connect lessons to real life and student interests. 📍 Set clear, achievable goals Help students set SMART goals and track their progress. Small wins fuel momentum. 📍 Recognize effort, strategy and progress Praise the process, not just the product. Acknowledge the thinking, persistence and growth behind the scenes. 📍 Make it engaging and fun Games, debates, projects, movement—joy is not the enemy of rigor. It’s the gateway to it. 📍 Foster peer support and collaboration Students are deeply influenced by their peers. Build a community where they challenge and champion each other. Motivation isn’t magic, it’s design and we all have the power to design learning spaces where students want to learn. #ZippysClassroom #MakeTeachingGreat #StudentMotivation #VisibleLearning #GrowthMindset #ClassroomCulture

Words Matter, especially when it comes to students: Strategic communication is student success. In the world of higher education, strategic communication isn’t just a best practice, it’s a necessity. It is the connective tissue between departments, services, and most importantly students. The language we use in emails, on websites, in text messages, and even in hallway conversations can either build trust or create distance. When a student receives a message from their institution, they shouldn’t feel confused, anxious, or alone. They shouldn’t need a glossary to interpret it. They should feel seen, supported, and guided not processed. What this looks like in practice * Limiting acronyms and internal jargon that may be second nature to us but foreign to students * Replacing transactional tones with empathetic ones, especially in moments of stress such as financial aid holds, academic warnings, or appeals. * Anticipating where students might feel overwhelmed and proactively offering step by step guidance and reassurance. * Providing warm hand offs to real people, not just links, policies, or generic email addresses. * Offering solutions, even when the answer is “no.” It’s not just what we say; it’s how we assist students navigate next steps that matters. * And most importantly, communicating even the hardest messages with care, clarity, and respect. There is always a way to communicate with compassion. Even when the message involves denial, delay, or correction, we can lead with humanity. Students deserve transparency, but they also deserve encouragement, context, and direction. Every message is a moment of truth. A poorly worded financial aid notice, missed deadline reminder, or impersonal response can drive disconnection with the institution. But a thoughtful, student centered communication? That can change the entire trajectory of their experience. Strategic communication is student success. Let’s be intentional with our words, consistent with our support, and relentless in our mission to create welcoming, accessible, and responsive experiences for every student we serve.

In Kenya, a school has transformed the daily journey of its students by building shaded walkways lined with water stations along the routes children travel each day. For many students who walk miles under intense heat, the journey to school can be exhausting and even dangerous. By adding shade and access to clean drinking water, the school has created a safer and more supportive path to education. The walkways are designed to provide consistent cover from the sun, using simple yet durable structures that can withstand the local climate. Along the route, water stations offer a place for children to hydrate, rest briefly, and regain energy before continuing. These small stops make a significant difference, helping prevent dehydration and heat-related fatigue. Beyond physical relief, the initiative encourages regular attendance by making the journey less difficult and more manageable. It shows how addressing basic challenges can unlock better learning opportunities for students. By focusing not just on classrooms but on the path leading to them, this effort highlights a deeper understanding of what it takes to support education in real-world conditions. #EducationForAll #CommunityImpact #ClimateResilience

🌟 Inclusion isn’t just about presence, it’s about participation, progress, and purpose. 🌟 As educators, we often encounter students who thrive not through traditional means, but through structure, movement, and visual support. These evidence-based strategies—like incorporating movement breaks, breaking tasks into manageable steps, and using visual aids—can transform how students with ADHD and diverse needs engage and succeed. Here’s what I’ve been reflecting on and implementing: • Movement breaks to reduce hyperactivity and improve focus • Step-by-step task breakdowns to prevent overwhelm • Consistent routines that lower anxiety and promote independence • Visual aids and structured environments to support memory, transitions, and behavior • Clear expectations and positive reinforcement to guide self-regulation These aren’t just accommodations, they’re best practices that benefit all students. Let’s continue shaping classrooms where learners feel understood, supported, and empowered. #InclusiveEducation #ADHDsupport #Neurodiversity #ClassroomStrategies #UniversalDesignForLearning #SEN #Differentiation #EducationLeadership