Through the story of Catherine, a trailblazing Olympic boxer from Uganda, pupils were invited to step into another’s world and reflect upon these powerful questions: what does it mean to feel a sense of belonging? What does belonging mean in our trust?
From the opening discussions, it was clear that this is a value deeply understood across schools. A testament to the work done throughout this year and beyond.
“Belonging feels like being respected, I feel it when people help me.”
“It means that you feel as important as everyone else.”
“One part is that you feel safe and understood.”
Across classrooms, students described belonging as a combination of experiences and feelings such as being included, being listened to, and being able to be yourself. Many spoke about belonging as something joyful and collective:
“We feel like a family.”
“You feel happy and part of a team.”
“No outsiders: everyone is welcome!”
Exploring the world with curiosity and respect
As students entered Catherine’s world in Kampala, they were encouraged to observe carefully and ask questions with curiosity.
Pupils were asked to immerse themselves in each space and began asking thoughtful questions about Catherine’s life and motivations. We visited 3 spaces: her training area, her home, and the city, as well as watching two 360 videos of her getting her hair done by her neighbour, and training children in her community.
“What are your motivations? Why did you decide to start boxing?”
“What challenges do you experience with your training, how do you overcome them?”
Alongside this, students began identifying values they observe in the community:
“Perseverance, patience.”
“Empowerment, growth mindset.”
“Community.”
This reflects a core component of Lyfta’s approach - exploring diverse worlds to support students move beyond surface-level observations to recognise values, aspiration and common humanity.
Exemplifying belonging through Catherine’s story
As the film unfolded, students were encouraged to look for moments where Catherine did, and did not, feel a sense of belonging.
They recognised the impact of doubt and exclusion:
“She did not feel like she belonged when her dad did not approve of her boxing.”
“She didn’t feel like she belonged when she was told girls shouldn’t box.”
But they also tracked how this changed over time:
“She felt belonging when she won an international fight and got that recognition.”
“She feels like she belongs when her coach said she had potential.”
“Finally, her father approved of her boxing and she felt happy. She was right!”
We discussed together that belonging is not fixed - it can grow through support and perseverance, and in that we all have a part to play for one another.
From empathy to action
After the film, the discussions moved from reflection to action.
Students thought about what may prevent belonging in school communities:
“When you are judged for what you wear or think… you can’t be yourself.”
“Leaving people out makes them feel that they do not belong.”
And what can build it:
“If we see someone on their own we can join them and make sure they are ok.”
“Have a positive, welcoming attitude towards others.”
“We can help by including everyone.”
We finished the session with a handful of students coming onto the microphone to talk to their trust and share their ideas and advice about how we can ensure our school communities are a place where everyone feels valued and respected. From playground buddies to inclusion ideas inside and outside the classroom to creating space for discussions around belonging, the students showed great care and understanding of this vital feeling.
Thank you so much to the SEAT team for inviting us, and in particular Emily Perryman and Katy Kollasch for organising and leading on Lyfta across the trust.
A trust-wide commitment to belonging
This live lesson is a powerful example of SEAT’s commitment to building a culture where every child feels they belong.
Through shared experiences like this, students across the trust are developing a common language around values — one rooted in empathy, inclusion, and community.
By engaging with real human stories, pupils are bringing their values to life in their own schools.
“No outsiders - everyone is welcome.”
