Indicator: Inclusive environments Breadcrumb Home Indicators Inclusive Environments Definition Individuals feel they belong and feel connected to their peers in their schools, postsecondary institutions, and workplaces. Recommended Metric(s) Pre-K: Percentage of children reporting positive feelings toward their school, as measured by questionnaires such as Example InstrumentsThe Collaborative for Academic, Social, and Emotional Learning’s (CASEL) How I Feel About My School questionnaireNot finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.Or, percentage of classrooms demonstrating equitable sociocultural interactions, as measured by observational assessmentsExample InstrumentsAssessing Classroom Sociocultural Equity Scale (ACSES)Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.K–12: Percentage of students reporting belonging in school, as measured by surveysExample InstrumentsThe Panorama Student Survey (Classroom Belonging subscale)The Elevate Survey (Affirming Identities and Classroom Community scales) Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.Postsecondary: Percentage of students reporting belonging on campus, as measured by surveysExample InstrumentsThe Higher Education Research Institute (HERI) Diverse Learning Environments SurveyThe National Institute for Transformation and Equity (NITE) Culturally Engaging Campus Environments (CECE) SurveyThe Ascend Survey (Belonging Certainty, Identity Safety, Social Belonging, and Social Connectedness scales)Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.Workforce: Percentage of employees reporting belonging at work, as measured by surveysExample InstrumentsThe Diversity Engagement SurveyNot finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools. Type(s) of Data Needed Surveys Why it matters When individuals feel they belong, they experience higher levels of motivation, engagement, and tenacity.1 As a result, a sense of belonging in school, campus, or work contributes to improved achievement as well as health and well-being.2, 3, 4, 5 Whether individuals feel they belong varies across contexts. A national survey of middle school students found limited differences in feelings of belonging across demographic groups.6 At the postsecondary level, a national survey found that students of color and first-generation students reported a lower sense of belonging than continuing-generation or White students at four-year (but not two-year) colleges, though the differences were small.7 In the workplace, women and people of color are more likely to experience bullying and less likely to receive social support from their peers.8 What to know about measurement Measuring individuals’ sense of belonging and their perceptions of the level of inclusiveness of their environments requires administering surveys, and a growing number of schools, colleges, and employers are doing so. We have identified and suggested a sampling of widely used tools with an evidence base; however, other instruments may also be appropriate to measure this indicator. For example, the Inclusion of Other in Self scale, a one-item instrument, is recommended by the Urban Institute’s Boosting Upward Mobility framework to measure “belongingness.” We have suggested instruments that are more comprehensive, but the Inclusion of Other in Self scale could be used as a viable alternative across age ranges. In practice, a number of survey tools are used by institutions to gather data on school and campus climate and employee engagement. As noted earlier, data users should determine whether measurement tools are reliable, valid, and developmentally appropriate, and use them accordingly. For example, in early childhood, the How I Feel About my School questionnaire is designed “as an informal measure for individual classroom teachers to invite feedback from students and reflect on areas for growth, and has not been validated as a formal evaluation tool.” The ACSES measure is relatively new and has been validated with other widely used observational assessments, including the Classroom Assessment Scoring System (CLASS), but has not been linked to child outcomes. At the postsecondary level, the CECE survey includes a sense of belonging scale, which has been shown to be significantly related to measures of culturally engaging campus environments.9 Finally, data users should pay attention to response rates in interpreting and reporting the resulting data. Source frameworks As noted above, we believe that sense of belonging is linked closely to inclusive environments, and eight source frameworks reviewed for this report included sense of belonging, inclusive environments, or both. Our proposed approach to treat this indicator as a system condition is consistent with the approach taken by the Urban Institute in the Boosting Upward Mobility framework. References 9See Museus et al. (2017).1Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation. https://eric.ed.gov/?id=ED5766492Allen, K. A., & Bowles, T. (2012). Belonging as a guiding principle in the education of adolescents. Australian Journal of Educational & Developmental Psychology, 12, 108–119. https://files.eric.ed.gov/fulltext/EJ1002251.pdf3Hausmann, L. R. M., Ye, F., Ward Schofield, J., & Woods, R. (2019). Sense of belonging and persistence in White and African American first-year students. Research in Higher Education, 50, 649–669. https://doi.org/10.1007/s11162-009-9137-84Museus, S. D., Yi, V., & Saelua, N. (2017). The impact of culturally engaging campus environments on sense of belonging. The Review of Higher Education, 40(2), 187–215. https://doi.org/10.1353/rhe.2017.00015Cockshaw, W. D., Schochet, I. M., & Obst, P. L. (2014). Depression and belongingness in general and workplace contexts: A cross-lagged longitudinal investigation. Journal of Social and Clinical Psychology, 33(5), 448–462. https://doi.org/10.1521/jscp.2014.33.5.4486Everfi. (2017). The importance of belonging: A nationwide look at adolescent students’ sense of belonging. https://2gag5314usvg3k1yhz13gzy4-wpengine.netdna-ssl.com/wp-content/uploads/2018/04/Belonging_11_17.pdf7Gopalan, M., & Brady, S. T. (2019). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137. https://doi.org/10.3102/0013189X198976228Attell, B. K., Kummerow Brown, K., & Treiber, L. A. (2017). Workplace bullying, perceived job stressors, and psychological distress: Gender and race differences in the stress process. Social Science Research, 65, 210–221. https://doi.org/10.1016/j.ssresearch.2017.02.001