July invites us into a deeper reflection. A month that moves us beyond practice and into presence.
At its core, this month’s theme asks: “Where do I belong?” and “Who am I within the spaces I inhabit?”
These questions are not abstract. They are lived daily, in relationships, environments and the subtle ways we connect with others.
Belonging is a fundamental human need. It is the feeling of being accepted, valued and safe within a community. Identity, in turn, is shaped through these experiences of belonging. It is how we come to understand ourselves in relation to others. The two are inseparable – that is to say – we discover who we are through where (places) and with whom (people) we feel we belong.
Within the New Zealand context, the Te Whāriki curriculum places Belonging | Mana Whenua as a central strand. This concept of Belonging is interwoven with Relationships | Ngā Hononga : where learning occurs through “responsive and reciprocal relationships with people, places, and things.” Together, these principles recognise that when individuals feel a sense of belonging, they are more confident to explore, express themselves and engage in learning. This is as true for teachers as it is for children.
Creating a sense of ‘belonging’ for teachers is often overlooked. The focus is placed on creating inclusive environments for learners (and rightly so), yet teachers themselves also need spaces where they feel seen, heard and valued. Without this, identity can become fragmented and authenticity is hard to find.
‘Identity’ as a concept in teaching is layered. It includes professional identity (how you see yourself as an educator); as wel as personal identity, cultural identity and relational identity. These layers interact constantly. A teacher’s sense of self is influenced by their experiences, their values, their cultural background as well as the communities they are part of.
The strand of Belonging in Te Whāriki reminds us that environments matter. Physical spaces, routines and relationships all contribute to a sense of connection. When these elements are intentional, they communicate: You are welcome here. You are part of this place. For teachers and leaders, this may mean reflecting on how staff spaces, team dynamics, and leadership practices either support or hinder a sense of belonging.
Creating a sense of belonging for teachers and leaders, may mean reflecting on how staff spaces, team dynamics, and leadership practices either support or hinder a sense of belonging.
There is also the important dimension of cultural identity. In Aotearoa New Zealand, honouring Te Ao Māori (Māori Worldview) perspectives, invites a deeper understanding of belonging – one that is grounded in whakapapa (connection/ancestors), whenua (place/land), and whānau (relationships/family). Belonging is not just about inclusion; it is about connection to people, place and history.
This month invites a gentle but honest reflection: Where do you feel most like yourself? Where do you feel a sense of ease and connection? And where might there be disconnection or uncertainty?
Belonging is not something that can be forced, but it can be nurtured. It grows through small, consistent experiences of connection – such as a conversation, a shared moment, a sense of being understood. Identity, too, is not fixed. Identity evolves as we engage with the world around us.
July’s invitation is to notice these threads:
- to recognise the spaces and relationships that support your sense of self;
- to honour the identities you carry; and
- to create environments where others can do the same.
It matters because when ‘belonging’ is present, ‘identity’ strengthens. When identity is secure, both teaching and learning becomes more authentic, deepening in meaningful and lasting ways.
© Gaynor Clarke, July 2026
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© Gaynor Clarke, July 2026
Gaynor Clarke
B.Ed (Teaching), Cert Tertiary Teaching, PGDip Ed, MEd Leadership
Reach.Teach.Lead.
Reach Education Ltd
Teacher Leadership Mentoring and Life Coaching. Personal and Professional Development.
Gaynor is a teacher educator and mentor facilitating personal & professional leadership wellbeing outcomes for teachers.
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