Thursday, October 1, 2026
In Valley Stream UFSD 13, my goal as superintendent is to make our schools the best places to learn and to work. Children and adults do best when they feel known, welcomed and valued. In schools, it isn’t always easy to ensure that every individual feels a sense of belonging. That can only happen with intention.
We can’t simply say we want this; we must create opportunities for belonging to truly exist. As the world becomes increasingly complex, starting with belonging becomes even more important if, as a community, we want the best outcomes for all children.
Those familiar with Maslow’s Hierarchy of Needs know that belonging follows our most basic needs for survival and safety. Relationships are at the heart of this human need. Children learn best in environments where they feel connected, supported and valued. Academic success grows most readily when students experience a genuine sense of connection and belonging.
Belonging isn’t just a social goal; it is a foundational condition for learning. Before children can fully engage with academic content, they need to know that they matter, that their voices are heard and that they are supported. When children feel connected to the people and places around them, they are more willing to participate, more open to challenges, and more resilient when learning feels difficult. A classroom where students feel safe and valued allows them to focus their energy on thinking, questioning and growing. Learning flourishes in environments where students feel secure enough to take risks and confident enough to persevere.
Learning science supports these ideas, and educators see this every day in practice. Across our district, belonging is nurtured through structures and relationships that help students feel connected to one another and to trusted adults. Teachers begin the day with opportunities for students to share ideas, build relationships and develop a sense of community within the classroom. Adults and students alike use a common language to recognize and express emotions, supporting communication, empathy and mutual understanding.
This year, additional instruction focused on relationship skills, kindness, cooperation and respect has further strengthened positive peer-to-peer interactions. We are seeing meaningful improvements in how students relate to one another, and continue to measure students’ sense of belonging through annual feedback.
Belonging at school becomes even stronger when families and schools work together. Families can nurture connections through everyday conversations about what’s happening at school. Children are often more eager to talk about moments in the cafeteria, at recess or during after-school activities, spaces where social learning happens naturally, than they are to answer the familiar question, “How was school today?” Asking instead, “Who did you talk to today?” sends a powerful message that school is a place to build relationships and grow.
Parents can also use affirming language such as “You matter at school” or “Your teacher is glad you’re in their class.” These simple messages help children understand that school isn’t just a place they attend, but a community where they belong. When families speak positively about school and maintain connections with teachers and school events, children receive an important message that home and school are working together. These consistent affirmations help them feel secure, supported and confident as they navigate their learning environment.
Strong schools don’t begin with programs or policies alone. They begin with people. People are our greatest asset in creating welcoming and affirming environments for students. By prioritizing belonging, we build school systems that foster academic success and emotional well-being through the connections students have with their school community.
Judith A. LaRocca is superintendent of Valley Stream School District 13.
