Creating a Culture of Belonging: My Top Priority as Student Body President by Brandon

Creating a Culture of Belonging: My Top Priority as Student Body President by Brandon - December 2025 Scholarship Essay

If elected student body president, the number one way I hope to positively impact our school is by strengthening the sense of belonging among all students. A school is not only a place where we learn algebra, write essays, or complete labs—it is a community that shapes our confidence, motivation, and opportunities for growth. When students feel connected, supported, and valued, they are more engaged academically, more willing to participate in extracurriculars, and more likely to contribute positively to the school environment. Therefore, my core mission is to create a campus culture where every student knows they matter and every voice is heard.

Research consistently shows that a sense of belonging is one of the strongest predictors of student well-being and academic success. According to a large-scale analysis by the American Psychological Association, students who feel accepted and recognized within their school community demonstrate higher motivation, improved mental health, and stronger academic performance (Durlak et al., 2011). Similarly, a report from the National School Climate Center emphasizes that belonging reduces behavior problems and increases participation in school activities (Cohen, 2014). These findings highlight that improving belonging is not just about creating a “nice” environment—it directly influences outcomes that shape our long-term success.

To strengthen belonging at our school, I propose a three-part plan centered on representation, connection, and collaboration.

1. Expanding Student Representation

Students should see themselves reflected in leadership and school decision-making. As president, I would establish a Student Advisory Council open to representatives from clubs, cultural groups, academic pathways, and marginalized communities. This council would meet monthly to discuss concerns, propose new ideas, and help shape school-wide initiatives. When students have a genuine voice, they are more likely to feel invested in their school. Representation also helps ensure that the needs of smaller or less-visible groups are not overlooked.

2. Strengthening Peer Connections

Many students—especially freshmen, transfer students, or those not involved in extracurriculars—struggle to find a place to fit in. To improve this, I would expand opportunities for peer connection through programs such as mixed-grade mentorship, interest-based lunch meetups, and monthly “community events” designed to bring together students who might not otherwise interact. Studies show that peer support significantly improves school satisfaction and reduces stress (Wentzel & Muenks, 2016). By implementing structured and informal ways for students to connect, we can make our school feel smaller, friendlier, and more welcoming.

3. Partnering with Teachers and Staff

Belonging is not produced by students alone—it requires collaboration with the adults in our school. Teachers play a critical role in shaping emotional climate. I would work with staff to incorporate more student feedback into school policies and classroom culture initiatives. Additionally, I hope to help expand advisory or homeroom programs that focus on relationship-building, goal-setting, and well-being. Research from the Collaborative for Academic, Social, and Emotional Learning (CASEL) shows that SEL-focused programs improve not only emotional health but also academic achievement (CASEL, 2020). Strengthening school-wide SEL practices would help each student feel supported both personally and academically.

Ultimately, creating a culture of belonging benefits everyone. It helps new students adjust, empowers shy or isolated students to participate, and gives active students a broader platform to lead. It builds bridges between groups, reduces conflict, and enriches school spirit. Most importantly, it ensures that our school is a place where every person—regardless of background, abilities, or interests—can grow into the best version of themselves.

As student body president, I would be committed not only to organizing events and solving practical issues, but to building a long-lasting foundation of inclusivity and connection. If we invest in belonging, we invest in each other—and that is the most meaningful way to transform our school.

References
CASEL. (2020). 2019–2020 CASEL program guide. Collaborative for Academic, Social, and Emotional Learning.
Cohen, J. (2014). School climate and student engagement. National School Climate Center.
Durlak, J. A., et al. (2011). The impact of enhancing students’ social and emotional learning. Child Development, 82(1), 405–432.
Wentzel, K., & Muenks, K. (2016). Peer relationships and academic motivation. Educational Psychologist, 51(2), 146–164.