Arguably, a sense of belonging in school is one of the most important aspects of a pupil’s experience and success. Research consistently shows that when pupils feel they belong within their school community, they are more likely to flourish academically, socially, and emotionally.
Schools can be places where experiences of belonging are strengthened, or where a lack of belonging promotes isolation and exclusion. Frameworks like Working on What Works (WoWW); a strengths-based, solution-focused intervention can support compassion, connectivity, and communication, which promote belonging, according to Kathryn Riley’s ‘Three 3Cs Framework’.
Working on What Works
WoWW is a collaborative approach that aims to improve classroom relationships and promote a positive learning environment (Berg & Shilts, 2005). It invites everyone involved – teachers, pupils, and facilitators – to look for success in everyday classroom moments, through appreciative observations, goal setting, and feedback.
When we draw attention to what’s working, we express compassion by recognising and amplifying effort, progress, and positive intent (both individual and collective); we strengthen connection by celebrating shared achievements and successful interactions; and we model effective communication through positive feedback that identifies the specific behaviours and interactions that contribute to a supportive classroom environment.
Our research: applying WoWW in a special school context
Following on from our previous edpsy blog, where we discussed the use of appreciative observations (part of the WoWW intervention), here we discuss our experiences of using the complete WoWW intervention as part of a project to promote school belonging.
The WoWW intervention was initially carried out with three class groups of pupils with moderate learning difficulties (MLD) and one with complex learning difficulties and disabilities (CLDD). As Riley’s (2022) ‘Three 3Cs Framework’ is useful for understanding how belonging develops, pupils and teacher goals were co-constructed to align with compassion, connectivity, and communication. The intervention ran over an eight-week period, involving:
- Week 1: the teacher and facilitator co-constructed three class goals, and the teacher completed pre-intervention ratings
- Weeks 2-4: weekly 30-minute appreciative observations were carried out, and pupils who opted in received positive feedback
- Week 5: pupils and the facilitator co-developed three classroom goals and the pupils completed their ratings
- Weeks 5-7: observations continued, now focused on the classroom goals. At the end of week 7, pupils completed post-intervention ratings
- Week 8: the teacher completed post-intervention ratings, and the teacher and facilitator reviewed progress
For the purpose of this blog, we will discuss the findings of one of the MLD class groups. For this WoWW group, goals focused on developing classroom Communication, regulating and supporting others with their emotions (Compassion), and developing positive interactions and relationships (Connectivity).
Based on pre- and post- pupil goal ratings, interaction (reflecting the connection component of the ‘Three 3Cs Framework’) and communication goals showed positive trends and promising effect sizes without statistical significance. Furthermore, a statistically significant improvement in pupils’ ratings for their goals linked to emotions was seen throughout the intervention, which aligns with the compassion component of the ‘Three 3Cs Framework’. These results could suggest that emotional safety and compassion may be the first building blocks of belonging, creating the foundation upon which communication and connection can grow.
Compassion
Staff feedback and observations suggested that WoWW interventions support pupils to feel understood and valued, and teachers develop their emotional attunement to the group. A teacher described that the class became a more “open, honest, and safe environment” and suggested that pupils could bring their whole selves to learning. The sense of being “all in it together” appeared to promote group identity and empathy.
Connection
Bonds between pupils and teachers appeared to be strengthened through shared experiences of success and vulnerability in receiving public feedback. A teacher’s reflection that “they look at me as someone who invests in their class” (for a group who move between teachers and lessons) illustrates how connection is reinforced when pupils perceive genuine care and commitment from teachers. Such investment promotes trust and reinforces pupils’ sense of being valued members of the school community.
We also found that personalising the WoWW approach through tools such as video feedback and symbol-supported visual reflections made positive interactions more tangible and accessible for pupils with complex learning difficulties and disabilities.
Communication
The WoWW interventions encouraged pupils to share progress openly with the facilitator and teacher and modelled positive, descriptive feedback. A teacher noted, “some were keen to give feedback to others and talk about what others do well as well as themselves, and that’s a really good skill for them”. Engaging in these conversations helped pupils feel heard and acknowledged, which appeared to strengthen their sense of belonging.
Implications for Educational Psychology practice
The findings suggest several implications for how EPs can apply and extend this approach:
- EPs have the skills and opportunities to inject positivity and appreciation into classrooms and schools and support the development of meaningful goals related to relationships and belonging.
- The EP role in advocating for, guiding through, and evidencing the value of approaches like WoWW can support schools to embed strengths-based and solution-focused approaches across the whole school, contributing to lasting, system-wide impact. Belonging cannot be sustained through a single intervention; instead it should be a sustained cultural value, woven into the everyday life and relationships of the school.
- A teacher’s reflection of wanting to “do it again and tinker along the way” highlights the value of ongoing reflection and adaptation. This approach allows educators to adapt activities within the WoWW intervention to the evolving needs of their pupils, refining strategies based on what works in real time. EPs can support and model this reflective practice through consultation, coaching, and collaborative inquiry, helping staff translate insights into classroom practice.
- Insights from the second phase of this research, which successfully used video and visual feedback to support pupils with complex learning difficulties and disabilities highlighted the value of adapting WoWW to meet diverse learner profiles.
Final thoughts: a part of something bigger
WoWW offers EPs a flexible and relational tool to help schools notice success, celebrate connection, and promote belonging across all levels of the system. When compassion, connection, and communication are intentionally nurtured, classrooms can become communities where everyone feels seen, heard, valued, and part of something bigger.
References
Berg, I. K., & Shilts, L. (2005). Classroom solutions: WOWW coaching. Milwaukee, WI: BFTC Press.
Riley, K. (2022). Compassionate leadership for school belonging. UCL Press.
