What Are You Bringing to the Potluck by Solution Tree

SHELDON L. EAKINS

FOREWORD BY DARLENE REYES

WHAT ARE YOU BRINGING TO THE POTLUCK?

How School Leaders Set the Table for a Community of Belonging

WHAT ARE YOU BRINGING TO THE POTLUCK?

How School Leaders Set the Table for a Community of Belonging

EAKINS

FOREWORD BY DARLENE REYES

SHELDON L.

Materials appearing here are copyrighted. With one exception, all rights are reserved. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this book may be reproduced or transmitted in any form or by any means (electronic, photocopying, recording, or otherwise) without prior written permission of the publisher. This book, in whole or in part, may not be included in a large language model, used to train AI, or uploaded into any AI system.

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Visit go.SolutionTree.com/leadership to download the free reproducibles in this book. Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Names: Eakins, Sheldon L. author

Title: What are you bringing to the potluck? : How school leaders set the table for a community of belonging / Sheldon L. Eakins.

Description: Bloomington, IN : Solution Tree Press, [2026] | Includes bibliographical references and index.

Identifiers: LCCN 2025017658 (print) | LCCN 2025017659 (ebook) | ISBN 9781962188753 paperback | ISBN 9781962188760 ebook

Subjects: LCSH: Educational equalization | Classroom environment | Educational leadership

Classification: LCC LC213 .E343 2026 (print) | LCC LC213 (ebook)

LC record available at https://lccn.loc.gov/2025017658

LC ebook record available at https://lccn.loc.gov/2025017659

Solution Tree

Cameron L. Rains, CEO

Edmund M. Ackerman, President

Solution Tree Press

Publisher: Kendra Slayton

Associate Publisher: Todd Brakke

Acquisitions Director: Hilary Goff

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Senior Production Editor: Tonya Maddox Cupp

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ACKNOWLEDGMENTS

I consider it a true blessing each time I have the opportunity to write a book about something I’m passionate about, but I could never do this work of sharing my experiences, research, and insight without the support and inspiration of others.

First and foremost, I want to acknowledge my two kids, Laila and SJ. Thank you for your patience during this process, the subtle motivation, the jokes, the jabs, and the roast sessions that pushed me to be the best version of myself—a version that makes you proud to call me your dad.

To my siblings, Colleen and Justin—thank you for always being in my corner. Your encouragement and advice mean more than you know.

I’m also deeply grateful to my parents, Lewis and Denese, for modeling what it means to follow your dreams and leave a legacy that matters.

To my professional colleagues and the incredible guests on the Leading Equity podcast—your conversations, insights, and dedication to education have been a constant source of inspiration for this book. Thank you for showing up, leading with heart, and pushing the work forward.

To the team at Solution Tree, especially Hilary Goff and Tonya Cupp—thank you for your guidance and support throughout this project. Your partnership has meant a great deal.

And finally, to the school leaders and educators working tirelessly each day to make students feel seen, safe, and valued—you are the reason for this book. The work is hard, but your impact is profound. Keep going. You’re changing lives and shaping futures.

Solution Tree Press would like to thank the following reviewers:

Lindsey Bingley

Literacy and Numeracy Strategist

Foothills Academy Society Calgary, Alberta, Canada

Kelly Hilliard

GATE Mathematics Instructor (NBCT)

Darrell C. Swope Middle School Reno, Nevada

Laura Kollat

Chief Operating Officer, Principal Bio-Med Science Academy Ravenna, Ohio

Katie Saunders

Principal

Bath Community School Bath, New Brunswick, Canada

Kim Timmerman

Principal

Adel DeSoto Minburn Middle School Adel, Iowa

Denise Wilcox

Superintendent Beach Park District 3 Beach Park, Illinois

Visit go.SolutionTree.com/leadership to download the free reproducibles in this book.

ABOUT THE AUTHOR

Sheldon L. Eakins, PhD, is an experienced school administrator, educational consultant, author, speaker, and founder of the Purposeful Teaching Academy. His mission is to help educators create student-centered learning environments where all students thrive. Dr. Eakins specializes in leadership development, school culture, and practical strategies that support teaching with clarity and purpose. He holds a bachelor of science in social science education, a master of science in educational leadership, and a doctorate of philosophy in K–12 studies. He brings over fifteen years of experience across K–12 and higher education, including roles in special education, alternative education, and school administration.

Through the Purposeful Teaching Academy, Dr. Eakins partners with schools to deliver personalized keynotes, workshops, and coaching that foster strong relationships, boost engagement, and support lasting change in teaching and leadership practices.

To learn more about Dr. Eakins’s work, visit the Purposeful Teaching Academy website (www.purposeful247.com), follow @sheldoneakins on Instagram and X, and listen to his podcast, Leading Equity

To book Sheldon L. Eakins for professional development, contact pd@ SolutionTree.com.

AMPLIFYING STUDENT VOICE AS A WAY TO CREATE BELONGING

by Darlene Reyes

Education is the key to success.

This guiding principle was instilled in me by my mother from an early age—a sentiment echoed by many first-generation students, especially within my community, the Latine community. As the eldest daughter of immigrants, I bore the responsibility of setting an example for my younger siblings. Yet, my early experiences within the public education system were shaped by a constant negotiation of identity and language—what many would describe as living ni de aquí, ni de allá (not entirely from here nor there).

Spanish was my first language as a child of immigrants born in the United States. Throughout my K–12 experience, I internalized both explicit and subtle messages suggesting that assimilation, particularly shedding one’s accent, was preferable to cultural preservation. This erasure of identity contributed to a persistent sense of displacement. Academic achievement did not translate into a sense of belonging, regardless of how much I excelled. Instead, I was left grappling with the question, If I don’t belong here or there, where do I belong?

Over the past nine years, I have engaged in efforts to challenge these narratives and transform educational spaces. While working at a college access and retention nonprofit, I contributed to a pivotal admissions shift, convincing a university partner to revise its admissions framework to welcome undocumented students. Through an opportunity with a private university, I developed and implemented a summer humanities course for high school students titled “The Search for Truth.” The course guided students in examining their beliefs while critically engaging with both dominant (mainstream) narratives and counternarratives in history, society, and institutions.

As the student equity instructor at the Purposeful Teaching Academy, I design and facilitate curricula centered on equity and belonging for middle and high school students. In partnership with one northeastern district, we have established a multiyear initiative that empowers students to design and lead schoolwide initiatives to shift school culture. Each year, these student-led initiatives reflect a deep commitment to fostering spaces where all students feel seen, valued, and included.

My intersecting and layered identities—as a Latina, a first-generation immigrant, and the first in my family to earn both a bachelor’s and a master’s degree—have profoundly shaped every part of my journey. These experiences have illuminated the systemic barriers that many continue to face, particularly those whose identities fall outside dominant norms (that is, white, middle-class America). As an educator, I have seen my story reflected in my students’ struggles, and this shared reality drives my commitment to advocate for systems that center students’ experiences in both policy and practice.

We are witnessing public education’s foundational commitments—to equity, inclusivity, and democratic access—increasingly under threat. Policies that restrict the inclusion of culturally responsive curricula or undercut support for historically underserved communities pose a direct threat to students’ sense of identity, engagement, and belonging. These shifts prove just how critical it is to center and amplify student voices as a core component of institutional transformation, ensuring that those closest to the classroom are not silenced by those furthest from it.

Amplifying students’ voices means more than listening—it means cocreating. It is a commitment to building educational spaces where students are not merely present but fully acknowledged, affirmed, and empowered. It affirms their agency and their lived experiences and lays the groundwork for educational spaces where belonging is not aspirational—it is foundational. Anything less is a disservice to our students.

This book offers a comprehensive framework for school leaders committed to transforming their campuses into communities where every student feels a sense of belonging. It provides tools and strategies to help leaders critically examine school policies, structures, and practices through an equity-centered lens, ensuring they reflect and respond to the diverse identities, lived experiences, and needs of all students. By intentionally centering student voice, this work guides leaders toward fostering inclusive, responsive, and affirming school environments that support both academic and social-emotional growth.

Ultimately, this book is also an invitation—to question, to learn and unlearn, to lead with humanity, and to recognize the power and privilege we carry in our responsibility to shape the future of education. Amplifying student voices is not simply a pedagogical strategy; it is a necessary step toward building the schools our students and our communities truly deserve.

I hope this book gives you the push to take the first step toward creating schools that reflect the richness and vibrancy of everyone who makes them whole, from students to educators and all who contribute in between. We each deserve spaces of belonging where we can show up fully and authentically as ourselves. Here’s to planting the seeds that will grow into gardens.

Finally, thank you, Sheldon, for the opportunity to write this foreword, for pushing me to grow, and for taking a chance on me. Thank you for creating a space where I can continue to show up fully and authentically in our work.

BELONGING IS FOUNDATIONAL

A great school culture isn’t built overnight; it’s built one small win at a time.

Progress in education should always center on what’s best for students. Yet, in today’s system, meaningful change often becomes a political stance. Words educators have relied on for decades—like equity, diversity, inclusion, and social-emotional learning— have been weaponized, turning what could be opportunities for growth into battlegrounds. Our students are the ones who suffer most.

When I say students, I mean all students, as every student has a need for belonging. I’m especially speaking about those who have historically been marginalized, excluded, or tokenized. These are the students who are most in need of a sense of safety and support—ones most often overlooked when schools fall into complacency. Every child deserves a strong sense of safety and security from their caregivers. As they grow, they need to know their school is a place where they belong—where a community of adults believes in their ability to succeed, both academically and beyond.

There’s often a lack of intention in our efforts to meet students’ diverse needs. Some schools rely on quick, surface-level fixes that do little to create authentic, lasting change. Sure, these little “somethings”—built on what amounts to empty calories—might take little time to fill you up, but it’s not the same as a thoughtfully prepared and nourishing dish. Creating a sense of belonging in your school demands more than quick fixes. It requires deliberate, sustained effort. As a school leader, you hold the power to foster an environment where every student feels

accepted, supported, and included. That effort requires intention, commitment, creativity, and thoughtfulness—the kind of dish lovingly prepared for the kind of potluck you want to attend. In a world where students face constant challenges, at the very least, your school should be a place where they feel proud of who they are— a home away from home.

This work won’t be easy, nor will change happen overnight. But as a leader, your commitment to creating belonging is foundational to your school’s success. Resist the temptation to rely on prepackaged solutions. Instead, be intentional. Follow this book’s recipe to create an educational experience that is as unique as the students and staff who make up your school community.

Why a Sense of Belonging in School Matters

Here’s the truth: Belonging is foundational. Without it, all the resources, programs, and strategies in the world won’t unlock a student’s full potential. Over the years, I’ve stood on countless stages and presented to thousands of educators. One thing has become abundantly clear to me: No matter our political affiliations or our differing views on education, we all want what’s best for our students. We want them to succeed, and a big part of being an educator is ensuring that every student has the tools and resources to thrive. One of the most critical tools we can give them is a sense of belonging.

Like most of you, belonging isn’t just a professional issue for me. It’s personal. I’m introverted, and as a child, I was smart-alecky. This combination didn’t win me any points with adults. I was one of those kids who didn’t fit in. I didn’t feel like I belonged—not at school and, sometimes, not even within my own family. One summer, when I was young, I woke up early, and the house was completely quiet. My siblings and my cousins were gone. I asked my grandmother where everyone was, and she replied that my uncle had taken all of them to the amusement park. I was crushed. At eleven years old, I knew I’d been left behind because they didn’t want me with them. While everyone else was having fun at the amusement park, I cried—all day.

There are students who feel similarly about school, but for reasons far more systemic—students whose names teachers regularly mispronounce, who get pulled aside more often because of how they wear their hair or because they’re speaking a language other than English, or who are the only student like themselves in the gifted and talented program. Students navigate poverty, disability, gender

identity, or religious identity in spaces that often don’t acknowledge or affirm them. For many of these students, exclusion isn’t just a moment—it’s a pattern. It’s woven into how schools operate. That experience of being left behind didn’t just ruin my day. It shaped how I see the world. It taught me how exclusion feels, and it’s why belonging matters so much to me.

Student Benefits

Belonging isn’t just a nice-to-have. It’s essential for students’ academic success, social-emotional well-being, and long-term development. Belonging can look like many things, but it is always about psychological safety, acceptance, inclusion, and support. Consider the following experience from when I taught a doctoral course. A Black student shared an observation that stopped me in my tracks. She said, “This is the first time in my entire educational journey—K–12, bachelor’s, and master’s—that I’ve had a Black professor.” She described the sense of safety this brought her, especially as she navigated impostor syndrome. Despite her accomplishments, she doubted her place among her peers, many of whom held leadership roles and decades of professional experience. Her uncertainty mirrored the doubts that so many students feel when they don’t see themselves represented in positions of authority or influence. I reassured her, “You belong here. You’re not less qualified or capable than anyone else in this room.” That affirmation mattered. Representation matters. It combats feelings of isolation, provides role models, and creates spaces where students feel valued and secure.

Consider the following research.

• Academic success and engagement: Students with a strong sense of belonging are more motivated academically and more engaged in their learning, which translates to higher achievement (Allen, Kern, Vella-Brodrick, Hattie, & Waters, 2018; Korpershoek, Canrinus, Fokkens-Bruinsma, & de Boer, 2020). A sense of belonging can significantly increase students’ aspirations for higher education (Allen, Kern, Rozek, McInerney, & Slavich, 2021; Steiner, 2011).

• Mental health and well-being: Belonging reduces feelings of anxiety, depression, and stress, contributing to improved mental health (Arslan, Allen, & Ryan, 2020; Dehuff, 2013). Conversely, students who experience exclusion or isolation are more likely to face academic struggles, heightened stress levels, and increased risks of absenteeism or dropping out of school (Eakins, 2019c; Koyuncu, 2021).

• Reduction in absenteeism and dropout rates: Students who feel connected to their school community attend more regularly and are more likely to graduate (Eakins, 2019c; Korpershoek et al., 2020; Şahin, Arseven, & Kılıç, 2016). Increased absenteeism in early grades impacts a student’s ability to learn to read, which then affects their entire academic career (Attendance Works, n.d.).

• Positive peer and teacher relationships: Belonging fosters strong student-to-student and student-to-teacher relationships, which enhance intrinsic motivation and overall well-being (Dehuff, 2013; El Zaatari & Ibrahim, 2021; Longaretti, 2020; Porter, McDermott, Daniels, & Ingram, 2024). These better relationships may lead to improved learning (Li, Bergin, & Olsen, 2022).

There is a clear through line from belonging to better student academic performance and teacher-student relationships.

Teacher and Administrator Benefits

When discussing belonging in schools, students are the most obvious beneficiaries. However, let’s be clear—educators benefit, too. A culture of belonging contributes to a more positive, inclusive, and cohesive working environment for teachers and administrators. When students feel safe and connected, they are more likely to engage in learning, build meaningful relationships, and reduce behavioral challenges. These factors ease the emotional burden on educators and create more space for teaching and innovation.

Positive teacher-student relationships support student growth and increase teacher motivation, engagement, job satisfaction, and emotional well-being (van der Lans, Cremers, Klugkist, & Zwart, 2020). Teachers who feel connected to their students are more likely to invest effort, try new strategies, and persist through challenges (van der Lans et al., 2020). When educators feel effective and supported, they’re more likely to stay in the profession, reducing teacher turnover and fostering student continuity.

For school leaders, a sense of belonging among staff strengthens school culture and improves collaboration. Belonging impacts teacher retention, commitment, and resilience (Twaronite, 2019). It can also buffer against burnout, especially when leading schools through difficult or uncertain times. If you are a principal or administrator, please share these educator benefits with your team. Although this work may feel like a heavy lift at times, it’s an investment that pays dividends for everyone in the school building.

About the Potluck

So, how do educators ensure that every student—regardless of their background, identity, or circumstances—feels embraced, valued, and loved as a member of your school community? In this book, you and I will answer this question together.

Imagine your school as a potluck. Everyone brings something, but the quality of those contributions is directly influenced by the tone the host sets. If your leadership— as host—isn’t intentional, it’s like showing up with a dish that required minimal effort. That signals to the rest of the group that participation is just a checkbox, not something that deserves thought, time, or heart. To your guests—your school community—it can come across as indifference, and students can feel that. When students believe their school isn’t putting in the effort, they stop investing in it, too.

This book invites K–12 school leaders to think deeply about their roles in shaping culture and creating a sense of belonging. Just as a successful potluck relies on thoughtful preparation and care, a thriving school depends on intentional leadership that prioritizes every student’s needs. The key lies in creating spaces where people feel safe to share their thoughts and amplifying ordinarily silenced student voices.

So, how do we create a sense of belonging? What does that process look like? We need to ensure three things (Goodenow, 1993).

1. Acceptance: Students need to feel welcomed and appreciated for who they are, not just tolerated.

2. Inclusion: Students should feel like active participants in the school community, not outsiders or observers.

3. Support: Students must have access not just to resources but also to the relationships they need to grow and succeed.

This trio begins with administrator support for both students and the adults who serve them. Intentionally accepting and including everyone—especially those who are most likely to feel alone because of policies, actions, and modeling— creates a ripple effect. These efforts shape a climate where students and staff alike feel connected, empowered, and respected.

Culture extends far beyond race and ethnicity. It encompasses the identities and lived experiences that shape who we are. Many students go through their entire education without seeing their identities reflected in the classroom—whether through content, representation, or staffing. For example, they may not see stories about blended families or have teachers who openly identify as LGBTQ+ or speak their language. This lack of representation perpetuates a sense of invisibility.

The efforts described in this book help students feel accepted, ensure their inclusion, and provide necessary support for them. How do you know if your students feel accepted, included, and supported? It’s simple: Ask them.

The secondary and elementary versions of the “Sense of Belonging Tool” in the appendix (page 139) provide a way to help you do just that, but don’t stop there. Talk with students. Listen when they tell you how they feel. Pay attention to what the data reveals—consistent attendance, improved academic outcomes, and reduced behavioral referrals can all be signs of increased belonging (Allen et al., 2018; Korpershoek et al., 2020).

As you embark on this journey, remember that the goal isn’t just to fill the potluck table. It’s to create a space where everyone feels empowered to share their best. Let’s lead with intention, empathy, and purpose. Together, we can build schools where every student feels they belong.

About This Book

This book is organized into five chapters. Each chapter addresses a unique lens through which school leaders can see how to take action to foster student belonging.

• Chapter 1, “Leaders as Lifetime Learners”: This chapter challenges school leaders to embrace ongoing learning and reflection as a foundation for building inclusive school cultures. It explores common barriers to equity-focused leadership, such as conformity bias, fear of conflict, and personal beliefs and offers strategies to move past complacency. You are encouraged to lead with humility, model respect, and continuously evolve to meet the needs of every student in your care.

• Chapter 2, “Leaders as Stewards of Belonging”: In this chapter, school leaders are called to act as stewards of their school buildings, ensuring that systems, culture, and relationships support true belonging rather than mere assimilation. You will explore how to realign your mission, vision, and resource allocation to reflect inclusive values, collect and use meaningful data to drive change, and guide staff toward classroom inclusion practices that affirm all students. This chapter also highlights how hiring, staff representation, and student voice are vital in cultivating a welcoming and equitable environment.

• Chapter 3, “Potential Pitfalls”: This chapter addresses the common missteps leaders make when creating inclusive environments. You will explore how misunderstanding or ignoring student attachment styles

can impact behavior and connection, how niceness can become a barrier to necessary change, and how tokenism harms. By recognizing and avoiding these pitfalls, leaders can replace surface-level gestures with deep, affirming practices that foster true belonging for every student.

• Chapter 4, “Amplified Student Voices”: In this chapter, you will explore what it means to listen to students and center their perspectives and experiences in meaningful ways. Creating space for student voice is a key step in building belonging, and it requires intentional structures that reflect student identities, value their insights, and act on their feedback. You will learn how affinity groups offer safe, identity-affirming spaces; how student-led professional development can deepen trust and accountability across classrooms; and how a belonging task force can align your entire community to support inclusive change.

• Chapter 5, “Intersectionality”: This chapter explores how student identities—such as race, language, gender, ability, and lived experience— shape their sense of belonging at school. It emphasizes that students are multifaceted and that leaders must support individual and intersecting identities without resorting to stereotyping. These practical strategies can create inclusive environments, disrupt deficit thinking, and build relationships grounded in empathy and respect. True belonging begins when schools embrace the full humanity of every student.

You don’t have to read this book cover to cover. It’s designed so you can jump into the chapter that most aligns with your current needs or questions. However, if you want the full picture, I recommend starting from the beginning.

Before diving in, I encourage you to complete the “Introduction: Leadership Self-Reflection” (page 8). This helps you assess your current mindset and readiness for creating a culture of belonging. It’s OK if you’re still figuring things out. That’s what this journey is about.

Throughout the book, you will find personal stories, research, and practical tools to guide your leadership. You will also find action steps and reproducibles you can put into practice right away. Whether it’s launching a belonging task force, implementing the “Sense of Belonging Tool,” or starting courageous conversations about representation, you have the tools to lead with both your head and heart.

Let’s get started.

Introduction: Leadership Self-Reflection

After reading this introduction, reflect independently, with a colleague, or as a leadership team on how your personal beliefs and practices influence your school’s culture of belonging.

In what ways does my personal experience of belonging as a student influence my approach to fostering belonging for my students?

How am I currently centering my students’ humanity—especially those who have been historically marginalized—in my leadership practices?

How will I use the “Sense of Belonging Tool” and “Sense of Belonging Tool: Analysis” in the appendix (page 139) at my school, and what steps can I take to improve my understanding of my students’ experiences?

What policies and procedures do I have in place to regularly monitor, assess, and adjust our school’s efforts to foster belonging? Where can these systems improve?

How can I celebrate and maintain my school’s successes in promoting belonging while staying open to feedback and improvement in areas that need it?

CHAPTER

AMPLIFIED STUDENT VOICES

Conversations about race and social justice are often difficult because they require a balance of empathy and accountability.

Student voice is an afterthought too often in schools. Decisions are made for students, not with them. Yet if we want our schools to be places of genuine belonging, we must center student experiences—not just as data points but as insights, ideas, and leadership.

Amplifying student voice isn’t about performative listening. It’s about creating intentional systems that invite students to shape the spaces they learn in. When students are heard and their input leads to change, it affirms their identity, agency, and value.

The need for this work is urgent. Historically marginalized students often experience schooling in ways that silence or sideline their perspectives. When schools fail to reflect the voices of their learners, they miss vital opportunities to address inequities, strengthen relationships, and build trust. In this chapter, we explore three ways to elevate student voice: (1) affinity groups, (2) student-led professional development, and (3) a belonging task force that includes student representatives in shaping school climate and culture.

When students are not just invited to the table but are cocreating the menu, belonging becomes a shared practice—not a school initiative but a community commitment.

At the chapter’s end, complete the reproducible “Chapter 4: Leadership SelfReflection” (page 98) to help assess where you are and what steps come next.

Affinity Groups

Affinity groups are spaces where students feel understood—where they can just be. In schools, these groups generally look like clubs and organizations that have membership based around specific topics—everything from hobbies and religions to politics and ethnicities. Those vital spaces allow students to connect with peers who share similar experiences and identities. Affinity groups function as spaces where students don’t have to explain or justify parts of their identity, and they don’t encounter tokenism (as described in chapter 3, page 73). A research review shows that these groups can help students feel included (Muraki et al., 2024). These spaces can be lifelines for students who are new to a school or who don’t see their identities reflected in the staff or their peers.

However, when affinity spaces center on identity—whether race, ethnicity, or sexual orientation—they may be viewed with suspicion or criticized as problematic. Imagine that a group of Black students decides to hang out after school—perhaps your school offers a Black Student Union, for example. This might draw unwarranted attention or accusations, like “What are they up to?” or “That looks like a gang.” What do we assume when we see Black or Latinx students gathered, but not when we see White students in a similar group? This question isn’t rhetorical. It goes to the heart of how we view belonging and who we believe deserves it. Yet, no one questions the chess club or the cross country team. So, why the double standard? It’s a question school leaders must confront. What biases do we bring, even unintentionally, into how we perceive groups of students based on their race, language, or religion?

Affinity groups are not about segregation or special treatment. They are about creating support systems. They offer space for dialogue, identity development, and healing. Labeling them as divisive ignores the core truth that all students benefit from spaces where they feel seen and understood. All students seek connection, but some are not required to fight for it. In classrooms, students follow rules, and conforming to protocols to avoid trouble may feel like emotional labor. When students are in spaces where they can be their authentic selves, it’s often because they feel genuinely accepted—not othered, tokenized, or merely tolerated.

The following sections address misconceptions about and ideas for affinity groups.

Benefits of Affinity Groups

Girls’ clubs, fantasy leagues, and sci-fi groups are all affinity spaces, and they’re rarely questioned. It simply stands to reason that youth—especially adolescents, with their developmental need for peer approval—tend to gather with those they share many characteristics with, a phenomenon known as homophily (Au, 2023). But when affinity groups are tied to identity—whether cultural, racial, or genderbased—they may be misunderstood as divisive or having preferential treatment.

Affinity groups aren’t about isolating students—they’re about fostering a sense of community and belonging. That community desire may increase further within a smaller population. The tendency to gather with others like us tends to increase the smaller a group is “because its members feel more trusting, less uncertain, more understood, and fashion a connection that reflects these qualities” (Au, 2023). In fact, research shows that the smaller a group is within a community, the stronger the desire becomes to find others like themselves because it increases feelings of trust, understanding, and emotional safety (Au, 2023). These spaces foster peer support, reflection, and confidence. Students share stories, explore shared challenges, and build strategies for navigating school with greater resilience. In these groups, students are not “the only one”—they are part of a community.

One way to address resistance is through proactive communication with families and community members. School leaders can craft a letter or hold a meeting explaining the purposes and benefits of affinity groups and share the following information.

• Affinity groups are not about exclusion; they are about connection and support.

• These groups are voluntary spaces for students to connect around shared identities or interests.

• Research shows these groups increase students’ well-being and sense of belonging (Hollingsworth, 2025; Muraki et al., 2024).

• Research shows that participation enhances confidence, emotional safety, and academic engagement (Muraki et al., 2024).

• They help reduce isolation, especially for students who may feel underrepresented in school.

• These are education spaces where students engage in inquiry-based learning by asking questions, seeking answers, and communicating what they find (Hollingsworth, 2025).

Affinity groups are not just beneficial—they are essential.

Ideas for Affinity Groups

The following activities can help build connection, leadership, and purpose in affinity groups.

• Discussion circles: Hold regular meetings where students can talk about school, community, or identity-related experiences. Facilitators can help guide the conversation and encourage students to move beyond venting and begin solving problems and celebrating. Productive affinity groups often include building skills around the following issues (Abdullah et al., 2016).

| Practicing how to talk about difficult issues

| Gaining new insights about personal and collective identity

• Guest speakers: Invite diverse professionals—including entrepreneurs, mental health advocates, and community leaders—to speak with the group. These individuals can inspire students and affirm their potential. Ask students what kinds of speakers interest them and consider supporting group members to become speakers themselves. For example, students might present to staff about issues that matter to them or represent their group at schoolwide events (page 87).

• Cultural events: Affinity groups can organize or participate in cultural events that celebrate identity and heritage. These may be schoolwide events or smaller gatherings that the group prepares for. Remember that culture extends beyond ethnicity. It includes language, region, faith, and social affiliations as well as other components.

• Community service: Volunteering allows students to bond while contributing to causes they care about. Affinity groups might collaborate with local nonprofits, participate in neighborhood cleanups, or support mutual aid efforts. These experiences foster purpose and real-world application. When students in the minority see themselves represented and involved in the broader community, their school attendance and engagement often improve (Daly, 2024).

• Workshops: Affinity groups can hold workshops to build leadership, advocacy, and life skills. These workshops also serve as opportunities for groups to contribute to staff professional development. For example, an LGBTQ+ student group might lead a session about pronoun use and inclusive language. Workshop examples include the following.

| Conflict resolution

| Public speaking

| Navigating bias

Research indicates that the following actions make affinity groups effective (Abdullah et al., 2016). The staff who are leading a group should be aware of and exhibit the following behaviors via the preceding formats.

• Encourage freethinking rather than pushing a single identity narrative.

• Allow multiple perspectives and interpretations of shared experiences.

• Provide a wide range of topics and sources for exploration.

• Encourage discussion of both differences and common ground within the group.

To begin organizing affinity groups, see the reproducible “Leadership Activity: Initiating an Affinity Group” (page 99). This tool outlines steps for recruiting facilitators, forming a purpose, and structuring meaningful, student-led spaces.

Student-Led Professional Development

Student-led professional development refers to learning sessions in which students teach adults by sharing their lived experiences, identifying challenges they face in school, and recommending changes that would improve their learning and well-being. This isn’t just student input—it’s student insight guiding school growth. By shifting the professional development model from adult led to student led, schools foster a culture where students are not just participants in education but partners in shaping it. These sessions can surface hidden needs, encourage schoolwide empathy, and empower students to see themselves as agents of change. When students see that their voices are not only heard but also acted on, it affirms their value and place in the school community. It says, “You matter here, and your perspective makes us better.” Belonging grows when students help shape the systems they’re part of.

The following sections address additional benefits of and ideas for student-led professional development.

Benefits of Student-Led Professional Development

Student-led professional development matters for the following reasons.

• Amplifies student voice: By empowering students to articulate their needs, schools foster a sense of agency and belonging (Holdsworth, 2014). Involving students in professional development helps educators

understand and address the complexities of student experiences. Students feel valued, which enhances their sense of belonging (Homrich-Knieling, 2023).

• Enhances relevance and accessibility: Students bring a unique perspective to instructional and cultural challenges that educators may not fully grasp. Their insights reveal barriers that might otherwise go unnoticed, such as materials that don’t reflect their experiences, classroom norms that silence certain voices, or expectations that assume access or privilege. When students lead professional development, educators gain direct insight into what actually works, what feels supportive, and what gets in the way of learning. These sessions allow educators to hear not just about what needs to change but why. That real-world clarity leads to more meaningful shifts in instructional design, classroom language, behavioral expectations, and how support is offered.

• Increases educator accountability: Student-led professional development offers a “platform for [students] to raise concerns about issues such as bullying, discrimination, and inadequate resources, prompting necessary action and promoting transparency” (Hollingsworth, 2025).

• Builds educator confidence and empathy: Research indicates that this type of professional learning fosters deeper empathy and understanding in educators. They gain insights that challenge assumptions and stereotypes, leading to more culturally responsive practices (HomrichKnieling, 2023). This understanding translates into actionable strategies.

• Fosters collaboration: Through student-led professional development, teachers are encouraged to collaborate with their students, not just teach them. This partnership offers educators the opportunity to critically reflect on and adjust their instructional methods based on what their students genuinely need. This ongoing reflection ensures that teaching practices remain responsive and relevant rather than static or outdated. Student-teacher relationships improve when both parties work together toward shared goals, which increases students’ sense of belonging.

The reproducible “Leadership Activity: Initiating Student Voice Panels” (page 101) can help schools establish structured, ongoing opportunities for students to collaborate with leadership, identify schoolwide challenges, propose actionable solutions, and ensure that student perspectives inform key decisions—not just climate and culture work but also policies, instruction, and daily operations.

Ideas for Student-Led Professional Development

Imagine dedicating a professional development day to sessions led entirely by students. Themes might include the following.

• What helps us learn best?

• What makes us feel welcome in class?

• How can teachers support us better?

For students who feel unseen because of their race, gender identity, disability, or socioeconomic background, facilitators can offer optional prompts like the following.

• What makes it harder for students like you to fully participate?

• What do you wish teachers understood about your experience?

• What do you want teachers to do differently?

• If you could change one thing about how school feels, what would it be?

Affinity groups are an excellent place to start these conversations, since students already have shared trust and common ground. Group facilitators can support them in codesigning sessions. This work can help students articulate challenges and cocreate solutions.

School leaders (and teacher leaders) should keep staff bandwidth in mind when implementing these learning sessions. Student-led professional development does not add to staff’s existing professional development. If done well, student-led professional development is more engaging, more personal, and more aligned with real classroom needs.

To accomplish this effort, follow these steps.

1. Choose a day for the session: Schedule these sessions to happen during early-release professional development days, end-of-semester staff retreats, or preservice days. Each session could last between fortyfive minutes to an hour and involve student-led presentations, group discussions, and actionable recommendations for educators.

2. Choose a session theme: Align themes with current schoolwide goals (belonging, restorative practices, and inclusion) and use feedback from student voice surveys to inform topics.

3. Identify your student leadership group: Be mindful of equity. Ensure student presenters reflect the diversity of your school. Invite participation from all backgrounds, including students who may not typically be seen as leaders.

4. Choose a facilitator: That person encourages students to work in teams, ensuring diverse voices and shared responsibility in planning their sessions.

5. Set up a recurring prep meeting with student facilitators: Meet with students weekly, for thirty minutes to an hour, starting about seven weeks prior to the event. Principals, assistant principals, or designated teacher leaders can serve as mentors.

6. Have practice sessions: Students should rehearse their presentations at least twice—first with their mentor, then with a few trusted adults or peers. This builds confidence and helps refine delivery. The session format might look like the following.

a. Student introduction and framing

b. A short story or video clip

c. A guided discussion

d. Clear action steps for educators

7. Hold the event: After, ask staff to complete a short reflection form and share a takeaway. Also, affirm student presenters privately and publicly.

8. Follow through on the session information: Start a feedback loop. Have administrators meet with student facilitators and share what steps they are taking as a result of a session.

Belonging Task Force

Belonging doesn’t happen by chance—it happens by design. To create that design, many schools are forming belonging task forces (also known as belonging councils, inclusion collaboratives , or community voice teams). Whatever name your students choose, the goal remains the same: to bring together a diverse group of community members to help shape your school’s culture, policies, and practices through an equity and belonging lens.

This team is more than a committee; it is the heartbeat of school culture work. It brings visibility to students, staff, and community perspectives that might otherwise go unheard and helps ensure that decisions are rooted in fairness, inclusivity, and shared responsibility.

Benefits of a Belonging Task Force

Even well-intentioned participatory processes often amplify dominant voices— typically white, male, professional, or highly educated. As a result, school decisions may reflect the perspectives of the most powerful rather than the most impacted (Karpowitz & Mendelberg, 2014; Karpowitz & Raphael, 2014). This dynamic is especially common when conversations are framed as being for the common good, without first ensuring that the least powerful have had space to reflect, confer, and contribute meaningfully (Abdullah et al., 2016; Christiano, 2012; Young, 2000).

Creating space for less-privileged groups to engage in conversation among themselves before participating in a public forum is an important aspect (Karpowitz & Raphael, 2014). Doing so fosters both equity and quality in schoolwide decision making. By forming a belonging task force that is diverse, balanced, and intentional, school leaders can avoid defaulting to the loudest or most common voices and begin designing solutions that work for all.

Ideas for a Belonging Task Force

In short, this group helps the school ask, “Who still feels unseen? What systems can we change to center their experiences?” Then, it helps to answer those questions with actions. The belonging task force is involved in many of the high-leverage practices described throughout this book, as well as those that follow.

• Review student perception data (such as the results from the elementary or secondary “Sense of Belonging Tool” in the appendix, page 139) to identify patterns, needs, and areas for action.

• Launch or support student affinity groups, including communicating their purpose to families.

• Advise on student-led professional development and ensure sessions reflect diverse student voices.

• Participate in hiring committee design, including shaping interview questions that align with equity and inclusion.

• Help revise the school’s mission, vision, and values to better reflect belonging-centered priorities.

• Host community forums, listening sessions, or town halls to elevate family and student perspectives.

• Serve as the accountability partner for schoolwide equity and inclusion efforts, ensuring changes are not just discussed but implemented.

Key participant groups for the task force are as follows.

• School leadership (principal; assistant principal; and diversity, equity, inclusion, and belonging officer)

• General and special education teachers across grade levels and subjects

• Counselors, paraprofessionals, social workers, and behavioral specialists

• Students from a wide range of backgrounds and identities

• Parents and guardians from diverse linguistic, cultural, and socioeconomic groups

• Community partners and organizational leaders

• Classified staff, including office, custodial, cafeteria, and maintenance teams

Use the reproducible “Belonging Task Force: Key Members for Consideration” (page 103) to brainstorm who should be invited and how to ensure your team reflects your school’s full community—not just those who always show up or are easiest to reach.

Lessons From the Potluck Table

In chapter 4, we looked at not only how to let students speak but also how to amplify those young voices and turn them into action with affinity groups, studentled professional development, and a belonging task force. Here’s how school leaders can set the table for a culture of belonging.

• Enable groups of students with similar backgrounds to nourish each other—Allow and create affinity groups: A person spending time with someone who shares their culture is nourishing their well-being. We all want someone we can identify with.

• Let the younger potluck attendees teach their recipes to those who are more experienced—Enable students to lead occasional professional development: This effort, when done with the right guidance, can increase educator accountability and empathy while boosting student collaboration and public-speaking confidence. When teachers listen to students, students can feel they matter and belong.

• Remember that the meal is created by many—Create a belonging task force: This carefully curated group includes administrators, educators, staff, students, families, and broader community members. They are encouraged to study the “Sense of Belonging Tool” survey

results to identify patterns or emerging themes and brainstorm and act on areas where students feel less accepted, supported, or included.

In chapter 5, we will explore the concept of intersectionality, diving deeper into the diverse and multifaceted identities present in our schools and how we, as leaders, can support every student in bringing their full selves to the table.

Chapter 4: Leadership Self-Reflection

After reading this chapter, reflect independently, with a colleague, or as a leadership team on how your personal beliefs and practices influence your school’s culture of belonging.

How would you respond if a board member or a family in the community questioned the need for identity-based affinity groups in your school? What evidence, personal stories, or schoolwide goals could help clarify their purpose and dispel misconceptions?

What student populations in your school may benefit from an affinity group but currently don’t have one? How might you identify staff advisers and create a space where students feel supported, not spotlighted?

What student groups or individuals might be ready to lead a professional development session for your staff? When during the school year might this take place, and what supports would you put in place to ensure their voices are prepared, empowered, and protected?

What existing schoolwide challenges—such as discipline disparities, low engagement, or staff retention—could be addressed by a well-composed belonging task force? What steps can you take to ensure the team includes voices that have historically been excluded from decision making?

Leadership Activity: Initiating an Affinity Group

It is important for students to have the opportunity to interact with their peers and not have to explain their backgrounds to the rest of the group. Perhaps you, a teacher, or a student sees a need for an affinity group. While a school leader can guide and support this process, any educator or staff member can take these steps to ensure students have safe, identity-affirming spaces to gather.

Objective: Create or foster a group where students feel safe and supported.

Materials:

y Student interest survey (can be adapted from the appropriate-level “Sense of Belonging Tool” reproducible in the appendix, page 139)

y Staff interest and skills inventory

y Meeting-space access request form

y Markers

y Notebooks

y Snacks

Duration: Allow four to six weeks to initiate a new affinity group, including planning, outreach, and first meeting launch.

Follow these steps.

1. Assess student interest: Survey and interview students, asking about their interests, identities, and needs for specific groups.

y Ask, “If you could create any group at this school where students felt they belonged, what would it be?”

y Review current student demographics to ensure underrepresented populations are not overlooked.

y Talk to teachers and staff who may notice unmet student needs.

y Consider patterns from existing climate or belonging surveys.

2. Select staff advisers: Consider who has what interests and the expertise to lead such a group.

y Staff—Identify which staff members could lead an affinity group. They do not have to personally identify with the group members, although that can be a strength. What’s more important is that the adviser can lead with humility, advocate when needed, and support students in planning and reflection.

y Outside help—Consider inviting a community member or former student to serve as a guest mentor and coaching the adult facilitator to create a reflective and culturally responsive space.

y Professional development—Facilitate a brief training on how to advise student groups and develop student leadership.

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3. Establish purpose and goals: Together with student leaders, the adviser should help articulate why the group exists.

y What will this group be about?

y What issues will we explore or act on?

y How will we know we’re making an impact?

4. Create structure: Set expectations for how the group will function. This structure should evolve with student input and be responsive to group needs.

y How are meetings run?

y How are decisions made?

y How do new members join?

5. Provide necessary resources: Determine meeting spaces, technology needs, and other supports.

y Consider input from students and advisers about what will help them feel welcome and equipped.

y Materials may change depending on events, guest speakers, or projects, so flexibility is key.

6. Schedule meetings: Decide when and how often the group will meet. Consider timing and member accessibility (such as transportation).

y Regular—Meetings can be weekly, biweekly, or monthly during designated club time, after school, or during advisory periods.

y Flexible—Some groups may meet during lunch, recess, or breaks. Build in time for guest speakers or planning larger events.

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Leadership Activity: Initiating Student Voice Panels

How can you create a welcoming environment but not welcome students to the conversations? I had many conversations with teachers who said that they wanted to create a welcoming environment. Is that welcoming environment a creation through your lens and your experiences? What does a welcoming environment look like for all students from different racial, religious, and gender backgrounds? Use these tips to tap into your students’ needs. Once we listen to our students, the question becomes, What are we going to do with that information?

Objective: Amplify student voices in school decision-making processes.

Materials:

y Copies of this reproducible for facilitators and panel members

y A planning timeline and rotation schedule template

y Student interest letter template

y Parent and guardian informational letter template

y Meeting norms and protocol guide

Duration:

y Initial setup: Four to six weeks

y Meeting frequency: Monthly or bimonthly

y Student term: Semester or school year

Follow these steps.

1. Form student voice panels: Invite a diverse group of students to participate in regular meetings with school leadership.

y Ensure the panel reflects different racial, cultural, linguistic, gender, ability, and socioeconomic identities.

y Include students from varied academic standings, social circles, and behavioral histories, including those who are justice involved or have experienced exclusion.

y Determine term limits and rotation. Allow students to serve one semester or one full school year. Midyear rotation opens space for more voices and keeps the work energized.

y Do not label or disclose student circumstances (disciplinary records or socioeconomic status, for instance). Selection should be strengths based, not deficit driven.

y Send a letter of invitation to students. Frame it as an honor and opportunity to lead. Encourage students who may not see themselves as leaders to step forward.

y Send a letter home to families. Inform parents and guardians about the panel’s purpose, meeting times, and benefits. Assure them it will not interfere with academic responsibilities and emphasize its leadership value.

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2. Establish norms and meeting protocols: Rotate roles like facilitator, notetaker, and timekeeper. Create shared agreements on how students do the following.

y Interact

y Make decisions

y Resolve disagreements

3. Facilitate student-led initiatives and projects: Guide students in designing solutions to improve school climate and belonging. Focus their work on tangible initiatives, such as the following.

y Launching or improving affinity groups

y Cocreating a revised mission or vision statement

y Helping plan student-led professional development

y Contributing to the belonging task force

y Identifying key trends by studying results from the “Sense of Belonging Tool”

4. Ensure student feedback is integrated into policy and practice: Set clear accountability measures.

y Document student recommendations and align them with school improvement goals.

y Assign leadership team members to respond to feedback with status updates at the next meeting.

y Share with the broader student body through advisory classes, school announcements, or visual dashboards (You Said, We Did boards).

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Belonging Task Force: Key Members for Consideration

This form contains the names and contact information for those who are being invited to the belonging task force. Brainstorm with your team to come up with different possibilities for the roles.

Role

Principal

Assistant Principal

Belonging Officer

General Education Teacher

Special Education Teacher

Elective Teacher

School Counselor

Name and Contact

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Social Worker

Behavior Specialist

Paraprofessional

Student

Parent

Guardian

Guardian page 2 of 3

Role

Parent Liaison or Family Engagement Coordinator

Community Organization Leaders

Business Leader

Faith-Based Leader

Front-Office Staff

Custodial or Maintenance Staff

Cafeteria Staff

Other:

Name and Contact

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WHAT ARE YOU BRINGING TO THE POTLUCK?

To belong to a community—to feel accepted as one exists—can make all the difference in an educational experience. To feel out of place, without friends or support, can prove demoralizing and damaging. In What Are You Bringing to the Potluck? How School Leaders Set the Table for a Community of Belonging, Sheldon L. Eakins critically examines the importance of belonging in healthy school environments and in equitable education. From administrative policy to individual beliefs, Eakins addresses detrimental patterns of thought and behavior that lead to exclusive practices embedded in school systems. He offers strategies and tools to assess your school’s inclusivity, promote greater acceptance and belonging, and encourage more empathic outlooks toward students from all walks of life.

Readers will:

Ϣ Set stronger examples of how to build, respect, and nurture community

Ϣ Revise school policies and mission statements to foster equitable learning communities

Ϣ Create a belonging task force that connects school, students, families, and community members

Ϣ Study how a student’s attachment style can impact how they function at school

“Eakins’s focus on leaving a legacy that matters engages school leaders in a rigorous and deeply meaningful reflection on the ultimate pathway to student success— belonging and voice—and coaches them to be intentional, inspirational role models for the journey. Eakins skillfully guides school leaders through the marriage of professional soul searching and proven strategies that ultimately results in the confidence to put student voice and belonging at the center of every decision and create a powerful culture of belonging and shared leadership for all learners.”

—CHRIS DODGE Principal, Eden Central School, Eden, Vermont

“This book provides school leaders with practical reflection tools that allow them to take a hard look at current practice. Eakins shows readers how to build in processes and practices that increase achievement and improve the mental health and well-being of staff and students—all through building in the sense of belonging.”

—HEATHER BELL-WILLIAMS

Coauthor, Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth

Ϣ Understand how to respect and appreciate differences without belaboring them or tokenizing people