Building Belonging: What the Sutton Trust’s ‘Double Disadvantage’ Report Reminds Us

In October, the Sutton Trust released a powerful research brief titled Double Disadvantage? Socio-economic inequalities in the SEND system. The findings are sobering but, for many of us working in education, not surprising. The report highlights that children from low-income backgrounds are significantly overrepresented in the SEND (Special Educational Needs and Disabilities) cohort, yet they face greater barriers to accessing the support they need. It also reveals that parents from disadvantaged backgrounds report higher levels of stress, financial strain, and lower satisfaction with the support their children receive.

These findings reinforce what many educators witness daily: that disadvantage is often layered. Socio-economic challenges intersect with learning needs, creating a complex web of barriers that can leave some of our most vulnerable students feeling unseen and unsupported.

In discussion with our SENCO, Warren Lowe, one reflection on the Sutton Trust report stands out as particularly powerful. While having an Education, Health and Care Plan (EHCP) may not always lead to improved academic outcomes, it is often linked to a more positive overall experience of school. Students with EHCPs frequently report a stronger sense of belonging and greater enjoyment in their school life. One possible reason for this is that an EHCP often brings with it a dedicated advocate - someone who truly sees the young person, champions their needs, and ensures they feel supported and valued.

This insight is both moving and instructive. It reminds us that a sense of belonging is not a luxury or a by-product of success - it is a fundamental need. When students feel that someone is in their corner, when they are recognised for who they are and what they bring, their entire relationship with school can transform. They become more willing to engage, more confident to take risks, and more open to growth.

But this reflection also raises a challenging question: do all our students have that champion? Do all our young people - especially those who are hardest to reach - feel that they belong?

Creating a culture of belonging means going beyond formal plans and paperwork. It means building relationships, noticing the quiet students, and making space for every voice. It means ensuring that every child, regardless of background or need, feels that school is a place where they are seen, heard, and valued.

This is not just the work of SENCOs or pastoral teams - it’s a whole-school responsibility. From the classroom to the corridor, from lunchtime clubs to leadership opportunities, we all have a role to play in creating an environment where belonging is not a privilege, but a right.

The Sutton Trust’s report is a call to action. It challenges us to look beyond the data and ask deeper questions about inclusion, equity, and care. So, how can we create a school community where every student has someone who champions them, where the school environment promotes a sense of belonging and all children have access to a rich curriculum and extra-curricular opportunities?

Join us in March at our Yorkshire and Humber Building Belonging online conference to find out more about what the research evidence tells us, how we can gather data and monitor belonging in your own schools and hear how Yorkshire and Humber schools are building belonging in their context.