Belonging is not something that happens automatically the moment a student walks through the doors. Imagine stepping into a new space where everyone already seems to know each other. Conversations are already flowing, friendship groups feel established, and even speaking up can feel intimidating. For many students, especially those who are new, that uncertainty can make it difficult to feel comfortable enough to fully be themselves...let alone some coming to Japan for the first time. That is why creating a sense of belonging requires intention, care, and consistent efforts to help students feel seen, heard, and included.
For Noah Clark, the Grade 10 Team Leader, that understanding begins by looking beyond grades and attendance.
“Attendance just tells you a student is in a classroom,” he explains. “A student could have perfect attendance, but it does not tell you whether they feel accepted or valued by their peers. Grades do not provide information on how safe students feel to express who they are.”
That idea became the foundation of Noah’s recent workshop with faculty and staff, where he explored how data and student voice can help schools create stronger and more responsive communities. But for Noah, the data was both quantitative and qualitative, which helped him unpack a story and tap into the emotions and experiences of our students.
At the heart of his work is the CA definition of belonging. To create belonging, schools first need to create safety.
When students feel emotionally safe, they are more willing to share ideas, participate in discussions, take risks in learning, and show up as their authentic selves. That sense of authenticity is where belonging begins to grow. Without it, students can quietly withdraw, even while appearing engaged on the surface.
As Noah reflected on his role as a Team Leader, he realized assumptions alone were not enough.
“I wanted to dive deeper because I did not want my assumptions on programming to be based on what I observed,” he says. “I have my own biases about how I see students act and how I should respond when building programs.”
Rather than relying only on observation, Noah wanted students themselves to guide the conversation.
The surveys and discussions focused on understanding the connection between identity and belonging, how students viewed belonging within the classroom, and how connected they felt to peers and the wider school community. Students were also asked about school programming and whether they felt represented in what was being taught. They shared ideas for Extended Advisory and reflected honestly on their experiences at CA.
The responses revealed both strengths and opportunities for growth.
Seventy-two percent of respondents shared that they value the cultural diversity at CA, highlighting one of the school’s greatest strengths. At the same time, 61 percent said they mainly socialize within their existing friendship groups. Some students also admitted that when they first joined the school, they were nervous about speaking during discussions because they feared being judged.
Those insights became important starting points for action.
Using the feedback gathered from students, Noah and the Grade 10 team introduced activities designed to strengthen connections and encourage students to better understand one another. These included bonding activities, active listening exercises, dance lessons, and opportunities for students to explore personality and communication styles through Myers-Briggs personality types.
The goal was not to create one perfect program that would work forever. It was to remain responsive to the students in front of them.
“To make sure our students’ needs are met, we can't be doing the same program year after year,” Noah explains. “We need to make changes depending on who is in front of us.”
That responsiveness is something Noah believes can only happen when educators work together and bring different perspectives into the conversation.
“I’m fortunate to work alongside a group of people who have such a wide spread of knowledge and experiences that different perspectives are always brought to the table to help us build programming that is best for our students.”
The work of building belonging often happens in small moments that can easily be overlooked. At CA, it begins with greeting students by name as they enter the building each morning. It grows through conversations in advisory, teachers checking in after class, classmates learning how to actively listen to one another, and students seeing their identities and experiences reflected in displays in the school and in what they learn.
Even within a medium-sized school community, CA believes every student should feel known, with relationship building being critical in the process.
“Relationships and connections build trust,” Noah says. “Trust creates an avenue for students to feel seen and build that sense of belonging.”
When students feel supported rather than judged, they are more willing to participate, contribute, and challenge themselves academically and socially. They are able to reach their fullest potential without fear of being ridiculed for their opinions, beliefs, or identity.
Noah shared these findings and strategies with faculty and staff through practical scenarios and examples. Together, they explored how to identify patterns and concerns, design activities that strengthen belonging, and adapt approaches depending on the age group, classroom environment, or teaching context.
Ultimately, the workshop reinforced an important reminder. Student wellbeing cannot be separated from student learning.
“I think belonging can bring out students’ confidence and self-worth,” Noah says. “It provides them with opportunities to feel connected with others and makes them feel like CA is a place for them.”
At Canadian Academy, listening to students is not viewed as a one-time initiative. It is an ongoing commitment to making sure every student feels heard, valued, and supported as part of the community.
