Fostering belonging and community is a universal design for learning (UDL) guideline that supports multiple means of engagement. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can help learners find different ways to form relationships and feel that they belong in class.
Fostering Belonging and Community in Universal Design for Learning
Fostering belonging and community means creating a classroom environment where everyone feels welcome and valued. Learners feel a sense of belonging and community in different ways. For example, some learners feel that they belong through the bonds they form with peers and teachers. These learners may gain a sense of community whenever they recognize that they are learning from and supporting each other.
Alternatively, other learners feel they belong with people who treat their identities with respect. On the other hand, learners may feel that when others disrespect their identities, they do not belong. For instance, some learners with disabilities may feel that they do not belong when they experience attitudinal barriers in school. Conversely, these learners may feel that they belong in a school community that prevents attitudinal barriers. Therefore, a crucial part of fostering belonging and community is respect for the diverse identities and backgrounds of all learners, especially learners whose identities have been disrespected in the past.
Strategies for Fostering Belonging and Community in Universal Design for Learning
Teachers can use many strategies for fostering belonging and community. For instance, teachers can ask every learner to reflect on how they understand and experience belonging and community. Throughout the school year, learners could reflect on ways that their classroom includes the forms of belonging and community that are meaningful to them. In contrast, these reflections can also discuss moments that compromised classroom community or belonging. Moreover, learners’ reflections could suggest new ways to welcome and value them and their peers. Learners could use a variety of tools, technologies, and media to compose these reflections.
In addition, teachers can show their welcome for and interest in learners’ diverse identities by:
- Optimizing choice and autonomy
- Optimizing relevance, value, and authenticity
- Nurturing joy and play
- Addressing biases, threats, and distractions
Finally, teachers can consider how various biases might limit some learners’ sense of belonging or classroom community. For example, biases might limit learners’:
Teachers who challenge these and other exclusionary practices can contribute to a strong sense of community and belonging for their learners.