Abstract
Belonging has become an increasingly important concept in educational research, yet it is often treated as a pupil experience, relational outcome or psychological state rather than as a condition shaped by the organisation of school life. This conceptual article argues that mainstream schools need to move from provision-led inclusion towards belonging-led inclusion. Provision remains necessary: policies, interventions, adjustments, staffing arrangements, monitoring systems and review processes protect entitlement and organise support. However, provision can also become proxy evidence for inclusion while leaving the lived conditions of membership, care and participation underexamined. Drawing on school belonging research, critical theories of belonging, inclusive education, social justice theory, inclusive pedagogy, mattering and school leadership scholarship, the article positions belonging as a central evaluative condition of pastoral and inclusive education. It argues that schools should evidence not only what support is provided, but how pupils become recognised, connected, participatory and consequential members of the school community. The article develops a Belonging-Led Inclusion Framework organised around six dimensions: recognition, participation, relationship, curriculum access and identity, agency, and mattering. The article contributes to school belonging, pastoral care and inclusive education scholarship by showing that belonging is not only an individual feeling or relational experience, but a whole-school organisational achievement. It reframes inclusion as a question of school architecture rather than support accumulation: not simply what provision is organised, but how the relational, curricular, pastoral and spatial conditions of school enable pupils to belong on dignified and self-defining terms.