Taking a community school approach to grow belonging, strengthen engagement, and improve attendance
California’s statewide goal is to cut chronic absence in half by 2029. Community schools across the state are modeling how to make that vision real–connecting belonging, attendance, and academic success through an approach that centers people, not programs. Across the state, schools are striving toward a shared vision that helps us achieve that goal: every student feels connected, supported, and inspired to show up and learn. Two powerful indicators tell us how well we’re making progress toward achieving that vision–reducing chronic absence and increasing students’ sense of belonging.
These aren’t just data points. They’re indicators of how well our schools are serving the whole child, and they set part of the foundation necessary for students to thrive.
Research from the Science of Learning and Development tells us that belonging is foundational to everything else–motivation, engagement, emotional health, and academic performance. When students feel seen, valued, and part of a caring community, they don’t just show up at school–they want to be there, and they show up ready to engage with learning, and with each other.
The reverse is also true. When students feel “othered,” disconnected, or unseen, they’re more likely to withdraw–sometimes quietly, through missed days or disengagement, and sometimes in other ways that also impact attendance. That’s why building a culture of belongingness is not separate from addressing attendance; they are two sides of the same coin.
Community schools bring together educators, families, and community partners to meet the academic, social, and emotional needs of every student. It’s an approach that offers a clear strategy for building the kind of schools where belonging and attendance take root and grow naturally. While the Community Schools Essentials Framework outlines the key elements of the community school approach, let’s zero in on five components that make a particular difference in student connection and attendance.
Trusting relationships – Building trust, connection, and partnership among students, staff, and families.
Family engagement – Partnering with caregivers as co-educators, advocates and decision makers.
Culturally relevant instruction – Ensuring learning, curricula and classroom instruction reflect and honor students’ identities and lived experiences.
Integrated systems of support – Coordinating access to resources that support whole child development, learning and engagement.
Culture of belonging, safety, and care – Creating environments where everyone (students and adults alike) feels seen, valued and supported.
When these strategies come together, the results are visible the moment you walk into a thriving community school. You experience things like:
Being greeted warmly in the office. Teachers’ doors are open. Students move through the halls with purpose. Their work fills the walls. Families linger out front, connecting with one another.
That feeling–that warmth–is belonging. It takes time and effort to build a culture of belonging. Here are a few things to think about as you work towards it.
Data helps community school implementers see patterns, spark curiosity, and drive continuous improvement. When we build trust within our teams, data becomes a flashlight–illuminating opportunities and gaps–instead of a hammer, used to place blame for shortcomings.
At CSLX, we work with our partners to use “street data” to listen deeply–to students on the playground, to parents at pick-up, and to teachers who see what’s working (and what’s not working) every day. These stories help us understand the root causes of complex challenges like chronic absence and disconnection, and to design supports that meet families and students where they are, and tap into their experiences to design solutions.
Belonging is both a feeling and a strategy. When students feel they belong, they are more motivated to show up. When families feel welcomed and respected, they are more likely to stay engaged.
Community schools weave belonging into every layer of their work:
Collaborative leadership builds shared ownership for attendance goals.
Inclusive decision-making ensures that all interest holders – families, teachers, students and partners – have a voice and a role to play in making decisions.
Culturally relevant teaching connects learning to students’ lives in ways that lift up their experiences and cultures.
Integrated supports address barriers to being present and ready to learn.
This holistic approach doesn’t just move numbers–it transforms school culture.
How do we move from talking about and planning for strengthening a culture of belonging (and increasing attendance and engagement) to taking action? Across California, schools are implementing creative, relationship-centered strategies to boost attendance and connection, such as:
Positive phone calls home and “Welcome Circles” to rebuild trust and remind students that they are important members of their school communities after absences.
Classroom or school-wide challenges that highlight and celebrate consistent attendance.
Transparent communication about attendance policies in multiple languages, ensuring that all interest holders understand policies and the impacts of absenteeism.
Check-In/Check-Out systems to provide daily connection, encouragement and accountability.
Partnerships with community organizations to support students to overcome barriers to attendance.
These practices and other similar practices remind students: You matter. You’re missed when you’re not here. We’re glad you’re back.
As Design for Belonging author Susie Wise reminds us, belonging doesn’t happen by chance. It’s designed. Community schools make that design intentional,creating systems, spaces, and relationships where every student and family can say: This is my school. I belong here.
At the end of the day, when students belong – when school feels welcoming, safe, supportive and engaging – they show up. And when they show up, they thrive. Community schools are establishing the conditions that create places and spaces where students and adults alike can thrive. These centers of belongingness aren’t just helping move the needle on California’s attendance goals. They’re building thriving communities.
Ali comes to CSLX with over 25 years of experience leading community school efforts in organizations, cities and school districts across the Bay Area. Most recently, Ali served as the Community School Leadership Coordinator for Oakland Unified School District, where she led Collaborative Leadership Practices and Integrated Supports for 77 Community School Managers across the district, managed the implementation of California Community School Partnership Program (CCSPP) at 53 schools, and coordinated the expansion of Community Schools to meet OUSD's strategic plan to become a full-service community school district. Previous to working for OUSD, Ali was the Associate Director of the San Francisco Beacon Initiative and a Program Manager for San Francisco Unified School District's ExCEL After School Program. Her favorite job? Working with teens in San Francisco’s Mission District to create ceramic mosaic public art murals and co-develop KidPower Park with her students. She is an Advisory Board member to the Oakland Education Fund and a proud parent of three school age kids.
My first few years as a Community School Coordinator (CSC) were, honestly, confusing.
Creating a school environment where trust, safety, and belonging are felt by students, families, staff, and community partners is essential for meaningful learning and engagement.
The community schools approach teaches us that every voice matters, and that authentic transformation comes when students, families, educators, and community members each contribute their perspectives and strengths.
