Engaged Learning Communities

By: Elizabeth Kayzar, Principal, Eagle Elementary, Palmyra-Eagle School District & Angela L.E. Walmsley, Concordia University

In today’s educational landscape, creating a sense of belonging in school is more critical than ever. Educators can move beyond compliance-based engagement by prioritizing relationship-building and genuine connections to deep, meaningful learning experiences that encourage student success. Research suggests that students who feel a sense of belonging in school demonstrate higher levels of academic motivation, persistence, and overall well-being (Osterman, 2000). When students feel a sense of connection with their teachers and peers, they are more likely to engage in their learning, take academic risks, and develop the necessary social-emotional competencies for success (Ryan & Deci, 2000).

This article explores how character education can create learning environments where every student feels valued, heard, and connected. Through intentional approaches, educators can foster inclusive learning spaces supporting academic achievement and personal growth.

Belonging: The Cornerstone of Learning

Belonging is more than just a feeling—it is a critical component of student success. Research shows that students who feel a strong sense of belonging at school have higher levels of academic achievement, increased self-efficacy, and lower dropout rates (Freeman, Anderman, & Jensen, 2007). According to Baumeister and Leary (1995), humans need to belong, and when that need is met, individuals experience greater motivation and emotional stability.

Educators play a key role in creating environments where students feel safe, valued, and supported. This can be achieved through fostering strong student-teacher relationships, building inclusive classroom communities, and recognizing students’ identities and lived experiences.  (Osterman, 2000; Noddings, 2012).  When students feel that they are part of a supportive learning community, they are more likely to take academic risks and engage deeply in their education (Hamm & Faircloth, 2005).

Develop Character within Students

Character education is an essential approach to fostering students' moral, ethical, and social development while creating a positive school culture. It provides students with the foundation to become responsible, respectful, and engaged members of their communities. According to Lickona and Davidson (2005), effective character education integrates core values such as respect, integrity, empathy, and perseverance into all aspects of school life, from curriculum to daily interactions.

Educators can cultivate character education by embedding virtues into classroom discussions, modeling ethical behavior, and integrating service-learning projects that encourage students to apply moral reasoning in real-world situations. By prioritizing character development, schools create environments where students feel valued, safe, and empowered to contribute positively to their learning communities. Research shows that character education not only enhances students' social and emotional well-being, but also improves academic performance and school climate (Berkowitz & Bier, 2007) while being connected to school. Additionally, character education shifts the focus from external compliance to intrinsic motivation, helping students develop a strong sense of personal responsibility and ethical decision-making. Rather than addressing deficits, this approach recognizes and builds upon students’ strengths, encouraging them to engage with their peers and communities in meaningful ways. When educators intentionally foster character development, they help shape students into future leaders who are equipped with the values and skills necessary for lifelong success.

Prepare for the Future

Beyond academic success, schools play a vital role in equipping students with essential life skills that promote independence, responsibility, and emotional intelligence. Research highlights the importance of social-emotional learning (SEL) in improving students’ ability to navigate interpersonal relationships, regulate emotions, and make responsible decisions (Durlak et al., 2011). When students develop strong self-awareness, empathy, and communication skills, they are better prepared for both academic success and real-world challenges.

Life skills education also encompasses critical thinking, collaboration, adaptability, and resilience—all of which are essential for success in higher education, the workforce, and civic engagement. Employers consistently emphasize the importance of these skills, as they enable individuals to problem-solve, work effectively in teams, and navigate complex social situations (National Research Council, 2012).

By embedding life skills instruction into everyday learning, educators ensure that students are not only academically prepared but also equipped with the tools necessary for lifelong success. This can be done through project-based learning, mentorship programs, leadership opportunities, and community engagement activities that allow students to apply their learning in meaningful, real-world contexts. (Partnership for 21st Century Learning, 2019; Trilling & Fadel, 2009; Pellegrino & Hilton, 2012).

Foster Human Connection

Creating engaged learning communities requires intentionality and a commitment to fostering inclusive, relationship-centered educational experiences. By integrating culturally responsive teaching (Gay, 2018), asset-based practices (Yosso, 2005), and life-skills development (Pellegrino & Hilton, 2012), educators can build learning environments that go beyond compliance—cultivating deep connections and meaningful engagement. These approaches support both academic and social-emotional growth, ensuring that every student feels valued and empowered to participate fully in their learning community. Belonging is not just a byproduct of good teaching; it is a fundamental driver of student success. When students feel seen, heard, and valued, they are more likely to engage in their learning, take academic risks, and develop into confident, capable individuals.

A Study on Character Education

Now give a few sentences about the study. The results of this study showed how the implementation of character education, grounded in collaboration, trust, and shared vision, creates conditions that cultivate belonging.

When interviewing principals from Schools of National Character, they emphasized the role of character education in building a school environment where every student could feel included. For example, one Principal noted that the school’s character education vision was “all staff driven,” which allowed for a community-wide understanding and application of common values and expectations. These shared values, co-created by the entire school community, contributed to a consistent culture where students knew what to expect and how to be successful—a critical component of belonging. Another Principal reflected on the collaborative creation of behavioral expectations, explaining that staff worked together to define what respect and responsibility looked like in their school. This effort not only built adult ownership, but also provided a clear framework for students to feel safe and supported, as they navigated expectations that were applied fairly and consistently. Similarly, a different Principal shared that staff led discussions to define core values such as “respect,” which became part of the school’s identity. These shared definitions gave students a common language of inclusion and purpose, reinforcing that they were part of something meaningful.

The importance of student belonging was also reflected in staff-identified needs that prompted the character education initiative. According to the results (Figure 1), several schools cited high discipline referrals and low academic engagement as reasons for adopting character education. One Principal stated, “Teachers pointed out that many of our students were disengaged, and it was showing up in their grades.” By addressing disengagement through character education, schools created more relational and purposeful environments, ultimately increasing students' sense of belonging and motivation.

This section draws from interviews with seven school principals, each representing a National School of Character, who led the implementation of character education in their respective schools. These principals provided insights not only into their leadership practices but also reflected the collective voices of their staff, as they frequently referenced team discussions, committee work, and teacher feedback in identifying the needs that prompted their school’s commitment to character education.

The data presented in Figure 1 reflects a convergence of perspectives across these seven schools, where common themes emerged around discipline concerns, disengagement, lack of shared values, and a desire for stronger school culture. By documenting these staff-identified rationales, this section highlights the grassroots-level motivations that often precede formal implementation—providing a clearer understanding of why schools initiate character education efforts and how staff ownership shapes the process.

Figure 1 

Staff-Identified Needs and Rationales for Character Education

Moreover, belonging was a natural outcome of the shared leadership and trust-building strategies described by the principals. When staff worked together to craft a mission and set of values, students were introduced to a culture shaped by integrity, empathy, and shared responsibility. A Principal observed, “Staff felt a sense of accomplishment. It wasn’t something handed to them—it was something they built.” This investment extended to students, who were welcomed into a learning environment that celebrated their contributions, modeled inclusive behavior, and reinforced a collective identity.

These experiences underscore a central finding of the study: character education fosters belonging not only through curriculum and instruction but through the creation of a caring, student-centered school culture. When students belong, they thrive—academically, socially, and emotionally. And when educators intentionally build that culture, every child has a greater opportunity to flourish.

As we continue to rethink education in the 21st century, we must ask ourselves: How can we ensure that every student experiences the feeling of belonging through character education?

References

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529.

Berkowitz, M. W., & Bier, M. C. (2007). What works in character education. Journal of Research in Character Education, 5(1), 29-48.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education, 75(3), 203-220.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents' sense of school belonging. New Directions for Child and Adolescent Development, 107, 61-78.

Lickona, T., & Davidson, M. (2005). Smart and good high schools: Integrating excellence and ethics for success in school, work, and beyond. Center for the 4th and 5th Rs (Respect & Responsibility).

National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.

Noddings, N. (2012). The caring relation in teaching. Oxford University Press.

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.

Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning Definitions. Battelle for Kids.

Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.