Connection Before Curriculum: Why Belonging Is the Foundation for Learning
When people ask what makes a school great, we often think of academic rigor, inspiring teachers, and state-of-the-art facilities. But in my experience as an international school leader, the most important factor is something less tangible: a deep sense of connection and belonging.
At The American School of Kishasa (TASOK), a diverse international school tucked away in a quiet corner of the busy capital of the Democratic Republic of Congo, we have discovered that before learning can happen, students need to feel safe, valued, and known. This isn’t just a nice idea; it’s supported by decades of research. And we see the evidence every day across our campus.
The Case for Belonging
Students are wired to connect. When they walk through the school gates each morning, they bring their whole selves, including their hopes, worries, passions, and questions. If they feel isolated or unseen, their brains are unable to learn. But when they feel respected and included, they begin to open up and amazing things happen.
Research supports this. The Harvard Graduate School of Education’s Making Caring Common project found that one of the strongest protective factors for children is having at least one trusted adult at school. Similarly, the Search Institute’s Developmental Relationships Framework highlights the impact of connection, care, and contribution on student development. And of course, Maslow’s hierarchy of needs reminds us that belonging must come before achievement.
These aren’t just academic theories; they are truths that resonate deeply with us at TASOK.
Designing for Connection
Creating a culture of belonging isn’t accidental; it requires intentional design. As an IB Primary Years Programme (PYP) school, we embrace a transdisciplinary approach to learning that focuses on the whole child academically, emotionally, and socially. We strive to nurture agency, encourage curiosity, and celebrate diverse identities, all within a community and curriculum that embraces global perspectives.
From the moment a child arrives, we want them to feel seen. Each morning starts with a Morning Meeting where students and teachers greet each other by name and check in emotionally. In classrooms, students co-create norms and take part in routines that promote mutual respect. We’ve introduced buddy class programs, community assemblies, and a lively weekly tradition called Music Friday.
The Power of Collective Celebration: Music Friday
Music Friday happens before school once a month and is one of the most loved elements of our school culture. It’s more than just a performance opportunity; it’s a celebration of creativity, courage, and community. Students volunteer to perform music, dance, spoken word poetry, lip sync routines, and more. What’s powerful is that they’re choosing to take a risk in front of their peers not because they have to, but because they want to share something meaningful.
What makes this tradition truly special is that it isn’t just for students. Parents, teachers, teaching assistants, and even school guards have stepped up to perform. This modeling of vulnerability and joy reminds us that learning and connection thrive when everyone feels safe to express themselves. Music Friday unites the entire community through the collective power of the arts and sets a tone of celebration and unity for the day ahead.
Many Ways to Contribute, Many Ways to Shine
One of the most valuable lessons we’ve learned is this: academic success often happens when students feel they can contribute in ways that matter to them. Not every child will be at the top of the class, but every child can lead a service project, perform on stage, create something beautiful, or support a peer.
When students succeed in areas that engage their passions, their confidence increases. That confidence often carries over into academics. We’ve observed students who struggled with traditional subjects become more lively when they find a role in which they can excel, and over time their involvement and achievement grow.
This aligns with the research of John Hattie, whose meta-analyses on student learning place student-teacher relationships and student agency among the top influences on academic success.
A Community of Cultures
With students and families representing over 50 nationalities, TASOK is a truly international community. This diversity is one of our greatest strengths, and we celebrate it not just during special events but as an ongoing part of our daily experience. Students often hear multiple languages in the hallways, share traditions with classmates from different parts of the world, and learn to see differences not as barriers but as opportunities to connect.
One of the most lively examples of this is International Day. During this highly anticipated, school-wide event, families, students, and staff come together to share food, music, dance, traditional clothing, stories, and customs from their cultures. It’s not just a showcase; it’s a deeply collaborative effort in which parents, teachers, teaching assistants, staff, and students work side-by-side for weeks to prepare their country displays, rehearse performances, and gather recipes, artifacts, and decorations that represent their cultural identities.
This past year, the event showcased contributions from nearly all members of our diverse community, and the campus burst with color, flavor, and energy. Students and community members led dances, sang in their home languages, and proudly represented their heritage to classmates and teachers.
But what makes International Day especially meaningful is that it’s not a standalone event; it reflects who we are every day. Leading up to the day, classrooms across grade levels discuss identity, geography, language, and culture. Students connect their units of inquiry to the worldviews within our school. In doing so, they foster respect, curiosity, and global-mindedness, qualities that are essential to the PYP framework and life.
These moments transcend celebration; they are opportunities for the entire TASOK community to come together and create something truly beautiful. Staff, parents, and students co-construct the event, ensuring everyone has a voice and a role. As a result, our students don’t just learn about culture; instead, they see that their own culture is valued and gain the confidence to explore others with openness and care.
In this way, International Day and the spirit behind it permeate our school culture. They remind us that belonging doesn’t mean sameness; it means being welcomed as you are and contributing to something greater, together.
A Principal’s Reflection
As an elementary principal, I have the privilege of witnessing how belonging influences our community every day. I’ve seen shy and unsure new students find their confidence through friendship and encouragement. I’ve observed staff go above and beyond to ensure no child feels excluded. I’ve also come to realize that modeling behavior is important. As adults, we must demonstrate the qualities we want our students to adopt. That means showing kindness, curiosity, respect, and empathy, not just talking about them.
At TASOK, we are intentional about building a culture of belonging. One way we do this is by aligning our words and actions. We say we value community and inclusion, and we identify the behaviors that demonstrate this belief. We create systems that support those behaviors, and we celebrate them when we observe them. Over time, this becomes more than just a set of goals; it becomes how we do things around here.
Every morning, I stand at the gate with our PYP coordinator and school counselor, greeting families and welcoming students by name. These moments matter because they help students feel seen and signal to families that they are part of a caring, connected community from the moment they step onto campus.
Being an international school, we understand that transitions are part of our reality. With over 50 nationalities represented, TASOK is continually welcoming new students and families throughout the year. One moment that stays with me was from the 2024-2025 school year, when I welcomed a new family during a midyear transition. I was talking with a Grade 2 student who had just arrived and was (understandably) a little nervous. I gently reassured her that it was normal to feel anxious on her first day and told her that her new classmates and friends were already waiting to welcome her. The next morning, before I could even ask how her day had gone, she ran up to me with a big smile and said, “I already made new friends!”
Another way we strengthen our culture of connection is through consistent communication. Whether it’s a note in the weekly newsletter, a post-event recap, or a message at a school gathering, I seize every opportunity to highlight examples of belonging in action. I share stories of students supporting each other, families coming together, and moments when our values shine through. Over time, these stories become part of our shared language, reminding us that building community is ongoing, intentional work.
For example, after our end-of-semester musical celebrations, I write to the community to recognize not only the student performers but also the entire school community's collective support. I’ve highlighted how classmates cheered each other on, how staff helped behind the scenes to ensure every child felt confident and included, and how parents and guardians showed up in force, filling the auditorium with applause, encouragement, and pride. These reflections celebrate more than just the performance itself; they reinforce that participation, collaboration, and joyful risk-taking are what make our school special.
Over time, these stories become part of our shared language, helping students, staff, and families understand not only what we value but also how those values are expressed through everyday actions. They serve as reminders that building community is an ongoing, intentional process rooted in relationships.
Importantly, this culture of belonging is experienced not only by students and teachers but also by our families. Many new parents share that they’ve never been part of a school where belonging and well-being are such core priorities. Initially, this focus may feel strange, especially for families coming from schools where academic rigor is the only concern. However, the positive effects become evident almost immediately.
Parents tell us, This is the first time my child has come home excited to tell me what they did in school. Instead of the usual Not much in response to How was your day, children are eager to share stories, experiences, and what they learned. Even more, they genuinely look forward to coming to school each day. This change speaks volumes, showing that when students feel safe, included, and connected, they are not only more engaged in learning but also eager to share their joy at home.
It’s in these small, consistent, and heartfelt practices that culture is formed. And when belonging becomes part of the culture, learning can truly thrive.
A Call to Action
If we want our schools to be places of deep learning, we must start by making them places of deep belonging. That means asking ourselves the following:
Does every child feel they have a trusted adult at school?
Are students given meaningful ways to contribute beyond academics?
Do we actively listen to and act on student voice?
Belonging is not a “soft” extra; it’s the foundation. When students feel like they belong, they believe they can learn. And when they believe, they do.
Benjamin Sheridan is the Elementary Principal at The American School of Kinshasa (TASOK), where he leads with a focus on connection, inclusion, and student-centered learning. With over 20 years of experience in international education, Benjamin has served as a teacher, learning innovation coach, and consultant across Asia and Africa. He is the co-founder of 407 Learning, a professional learning consultancy, and a passionate advocate for building school cultures that prioritize belonging and well-being. His leadership reflects a profound belief in the transformative power of community in education.