Bandwidth for Belonging: 13 Key Findings

By Brian Smith

As we worked through the Bandwidth For Belonging Research data, recordings and stories we have saw several patterns emerging and several key findings that we feel are most critical to consider. Here they are:

Key Findings/Learnings from the research (not listed in any particular order):

1. The Language of Belonging – There is work to be done improving the way we talk about belonging. 6 words that define Belonging for people across the workshops/country include (in order of resonance):
a. Connectedness
b. Respect
c. Understanding
d. Acceptance
e. Trust
f. Safety

2. Young and Unique – “Belonging is about complexity because of our diversity.” Young people want to be understood, it takes time to understand them. Generalizations and assumptions are particularly unhelpful. Patience and understanding require time and intention to know each other....

3. Young and vulnerable – facilitating belonging requires skills not yet easily attainable if they are even available. Facilitation around this topic is particularly challenging with particular dynamics that require careful preparation. For example, people who have lacked a sense of belonging can either force the conversation back to the problems, even complaints, they have about other people/systems rather than speak to assets, opportunities and solutions. This speaks to the deficits versus assets mentality that is pervasive not only within care systems but in individuals as well. Also, a challenge exists when talking about belonging especially if people face multiple barriers to belonging – e.g. have a disability, is a person of colour, sexuality/gender differences, immigrant/refugee, aboriginal, etc.

4. Young people are looking for, but too rarely finding, that they are a part of something. A sense of belonging can be built quickly with some particular tools – we saw this happen in the workshops. And yet that sense can also be fleeting moments that don’t last. The feeling of belonging can be momentary even though the fostering of that feeling takes time and intention. We heard many stories about building the sense of belonging through common experiences, shared goals.

5. Childhood experiences are our foundation for a sense of belonging. Ages 1-16 approx. seem to the most critical for establishing our sense of connectedness, for establishing our self-worth, etc. What happens with family, friends, at school where people are engaging with you or not guides us to finding a sense of belonging later in life.

6. Belonging in a box – structured activities can work. Belonging can come from structured fun activities and activities in which the group has a common goal. E.g. Games, sports, camps, festivals, special events, conferences, community centre programs, baking night, non-disability activities…all of these are about shared experience in structured setting with a consistent group of people. BUT not everything needs to be forced! Random friendships, cultural and other affiliations can also give a sense of belonging.

7. Internet technologies have a long way to come. Seems that there are very few if any opportunities with the internet. If anything, it can be a way to meet people before they “see” them – i.e. avoiding pre-judgments based on appearance, etc. Also internet can be used as an outlet for communication blogs, forums of expression.

8. Story-telling builds connectivity, understanding and belonging. The importance of story-telling in building connection within a group was reaffirmed.

9. Schools are maybe the most critical sites of belonging. Schools and curriculum were referred to over and over as both opportunities and possible barriers to that sense of belonging. Inclusive, non-segregated education is critical for self-awareness and understanding others. Teachers should be skilled at engaging students in dialogue on difficult subjects, predisposed and comfortable talking to kids with disabilities and asking them direct, honest and necessary questions. Teachers should be ambassadors, moreover advocates for a sense of belonging for each and every young person in their class/school.

10. Independent Living Resource Centres (ILRCs) or other community-based centres can be hubs of belonging in their communities. We saw that at least 4 of the ILRCs we worked with foster a sense of participation that nurtures people feeling they are a part of something. However there is also a danger that these centres segregate themselves from the non-disabled portion of communities. As an indication ILRCs were not helpful in drawing young people without disabilities to our workshops.

11. Work with parents and siblings is currently undernourished. For example, some parents feel isolated when they have children with disabilities and that carries over to a lack of sense of belonging at home. Also, the reference of manuals, curriculum, programs that help family members learn and grow will lead to belonging for people with disabilities.

12. Talking about belonging is novel. No one usually talks about it even though we all know it is a basic human need. Only really talked about if someone is feeling, or is perceived to be, isolated and/or lonely. There is no proactivity and little intention in making belonging happen – it either just happens or doesn’t and if it doesn’t it’s a problem to be fixed with programs, etc.

13. Ambassadors of belonging are waiting. There were, at each session, a small number of participants that felt a great deal of passion about this subject and expressed interest in continuing the work. We shouldn’t lose track of these people.