April 24, 2026
By Sheena Lall, Associate Director, The GRAD Partnership
The GRAD Partnership is committed to centering student voices in our work to ensure schools adequately support all students through school and into adulthood. Latinos In Action (LIA) – one of the 12 organizing partners of The GRAD Partnership – is a national nonprofit organization that works to empower youth through education, leadership development, and community service. The organization partners with schools to provide a year-long elective class for middle and high school and recently added this offering to elementary school students that focuses on leadership, college and career readiness, and cultural identity. LIA helps students develop the skills and confidence needed to succeed in school and seek out postsecondary opportunities based on their interests and strengths.
LIA takes an asset-based approach (building on students’ cultural strengths, talents, and leadership potential rather than focusing on deficits) that helps foster students’ sense of belonging at school and in the community. Student sense of belonging means that students feel accepted, included, and supported in their school community. It comes from everyday experiences such as positive relationships with teachers and classmates, respectful classroom environments, and school practices that help students feel valued.
When students feel that they belong, they are more likely to participate in class, stay engaged in learning, and develop positive attitudes about school. Students who report a stronger sense of belonging are less likely to be absent, less likely to engage in disruptive behavior, and more likely to perform well academically. However, many students do not experience strong belonging in school.
In an effort to better understand the student perspective on belonging and other factors that influence their success, LIA recently held a listening session with some of their students. Students were asked three questions –
- Where in your school do you feel a sense of belonging? What does it feel like?
- What do you wish adults in the school understood better about why students struggle in school?
- Do you feel like the adults in your school believe all students are capable of success? Why or why not?
Their answers to these questions highlight the importance of relationships, fairness, and empathy in shaping their sense of belonging in and connection to their schools. Students described the powerful role that relationships with peers and supportive adults play in helping them feel valued and capable. At the same time, they raised concerns about experiences where adult recognition, expectations, or understanding were inconsistent or altogether absent. They also emphasized that students bring different languages, strengths, passions, and challenges to school, and that feeling known and respected for these differences is an important part of feeling connected and motivated to succeed.
Below we highlight key insights on belonging and student success that students shared during the listening session.
Strong, supportive relationships build confidence and encouragement.
Across student experiences, supportive relationships play a key role in helping students feel valued and capable. Many students described teachers who recognized strengths in them that they had not yet seen in themselves, and that this helped them believe in themselves. Peers also contributed to this sense of support. Friends encouraged one another, offered reassurance, and pushed each other to try things they were initially afraid to do. These relationships create an environment where students feel motivated to take risks, grow, and participate more fully in school.
Extracurricular school activities and specific classes can contribute to feeling included and valued.
Students also described how certain school experiences helped them feel connected and included. Extracurricular activities such as chorus and softball gave students opportunities to build friendships and feel part of a community with shared interests. In addition, they described the Latinos In Action class as an especially meaningful space where students could share ideas openly and speak freely without fear of judgment. Having environments like these, where students feel safe, accepted, and encouraged to express themselves is an important part of creating a strong sense of belonging in school.
Perceptions of teacher bias impact student confidence.
Some students suggested that adults in their schools may not always show the same degree of confidence in every student’s ability to succeed. They described noticing differences in who receives recognition, encouragement, or opportunities to be highlighted. At times, students felt that adults often see certain groups of students as more successful or capable than others, leaving some students feeling less visible or included. Students are aware of how adults feel about their abilities, and when adults do not believe in them, they often find it harder to believe in themselves.
Teacher recognition – and validation – of students’ passions, strengths, and different ways of learning can help motivate students in school.
Students shared that they wish teachers better understood that every student has different talents, passions, and learning challenges. Struggling in one subject does not mean a student lacks motivation or ability; often it means the student learns differently or has strengths in other areas. When students are engaged in something they care about, they are more willing to work hard, persist through challenges, and stay committed. Students expressed that when adults recognize their passions and strengths, not just their academic struggles, it helps them feel understood and supported in their learning journey.
Supportive relationships and community support are essential to a healthy adjustment to a new school environment.
Students who are new to the United States and students whose first language is Spanish emphasized how important supportive relationships are in helping them feel comfortable and able to succeed in school. Peer relationships and a sense of community—both inside and outside formal programs like Latinos in Action— help students who may otherwise feel alienated because of language differences feel at home and connected. These interpersonal bonds make school feel less intimidating and help students build confidence, belonging, and a sense that they are part of a larger school family.
Turning Student Voice into Action
These insights suggest several important next steps for schools.
- Educators and school leaders can strengthen connectedness by intentionally creating inclusive environments where every student feels recognized, supported, and capable of success. This may include reflecting on practices that shape recognition and expectations, building stronger relationships with students, and creating opportunities for students to share their experiences and perspectives.
- Schools can expand access to extra-curricular activities during and after school. Sports, arts, and clubs help students find spaces where they feel connected and valued. These opportunities can build relationships, confidence, and a sense of community beyond the classroom.
- Schools can also benefit from recognizing students’ strengths and passions alongside academic performance, helping students see how their talents and interests can contribute to their growth and their school community.
- Be mindful about encouraging staff members to reflect on their personal beliefs and how they impact students through professional development or other avenues. To support students, adults can work toward fostering mindsets that center empathy, equity, and belief that every student can succeed. This includes valuing student diversity, backgrounds, languages, and strengths, and intentionally using asset-based language.
Together, these actions can help ensure that all students feel a strong sense of belonging and consistent, effective support in their journey toward success.