This report explores the understanding and perceptions of pre-service teachers regarding their role in fostering a sense of belonging for newcomer children in schools. Conducted through a joint project between St. Mary’s University College Belfast and the Institute of Education, Dublin City University, the study investigates how preservice teachers, as ‘place-makers,’ can promote belonging and inclusion in increasingly diverse educational environments. Belonging is a critical psychological need that significantly impacts students’ academic achievement, social integration, and emotional well-being. Global migration trends have led to an influx of asylum seekers and refugees into schools across Ireland and Northern Ireland, highlighting the need for teachers to develop culturally responsive practices. This study addresses a gap in the literature by examining pre-service teachers’ understanding of belonging and their preparedness to support newcomer students. The study used an anonymous online questionnaire distributed to pre-service teachers at St. Mary’s University College and Dublin City University. The survey gathered both qualitative and quantitative data on pre-service teachers’ understanding of belonging and their perceptions of the challenges and opportunities associated with fostering a sense of belonging in schools. The findings reveal that pre-service teachers universally recognise the importance of fostering a sense of belonging. Key themes emerged, such as the role of belonging in promoting students’ academic success, social inclusion, and emotional well-being. Teachers identified opportunities to foster belonging through inclusive classroom practices, promoting diversity in the curriculum, and building strong teacher-student relationships. However, the study also highlights several barriers to fostering belonging, including time constraints, language barriers, cultural differences, and social group dynamics. Pre-service teachers expressed concern over the lack of resources and support to effectively implement inclusive strategies. The study underscores the critical role pre-service teachers play in creating inclusive school environments that foster belonging for all students, particularly newcomer children. While pre-service teachers have a nuanced understanding of belonging, further training and resources are needed to equip them to meet the challenges of increasingly diverse classrooms. Fostering a sense of belonging not only benefits newcomer children but enhances the educational experience for the entire school community.
