Teachers’ sense of belonging in school: a scoping review

Abstract Enhancing belonging is essential in fostering inclusive and supportive educational environments, yet research on in-service teachers’ sense of belonging remains limited. This scoping review examines the literature on the sense of belonging among primary and secondary school teachers using a mixed-method approach. The findings indicated that the enablers and barriers to teachers’ sense of belonging revolve around five themes: (1) collegial interaction, (2) collective values, (3) leadership, (4) recognition, and (5) teacher-student relationships. The enablers of teachers’ sense of belonging include strong relationships, value alignment, supportive leadership, and recognition of individual contributions. In contrast, students’ discipline problems, time pressures, collegial disconnect, lack of recognition, and unsupportive leadership hinder teachers’ sense of belonging. The findings emphasise the importance of fostering a positive school culture to support teachers’ identities and well-being. This review underscores the need for targeted interventions and policies to enhance teachers’ sense of belonging, which is critical for teacher retention and students’ educational outcomes.