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Time for play, connection to teachers or friends, and comforting spaces like book corners are among the key factors helping Australian children develop a sense of belonging in their first year of school, according to new research from Monash University.

In a survey of 108 5- to 7-year-olds who were asked to draw what made them feel like they belong to school, social engagement and familiarity emerged as central narratives for all students.

Almost half of students attributed belonging to social engagement, including structured and unstructured play, both independently and with friends, as well as building relationships with peers and teachers.

Almost three-quarters pointed to familiarity with people, places and routines as helping them feel like they belong, with 40% identifying particular spaces like playgrounds or book corners.

The findings, in the Early Childhood Education Journal, will be used to help schools find ways to ease the transition to school.

Co-author Cassie Hudson, a psychologist who completed the Master of Educational and Developmental Psychology with the Monash School of Educational Psychology and Counseling, said developing a belonging in the first year of school is a critical developmental milestone and important for future success.

"This is an important period in a child's life when they are starting to gain their own sense of self away from the family," she said. "In fact, there is a lot of evidence that their sense of belonging in that first year of school may influence outcomes that are central to their educational success and well-being later in life.

"That makes our research a really valuable insight for schools on how they can give their new students the best possible start."

Many school programs already target opportunities to connect with others, through things like structured play time. But the research finds not all students will benefit from these experiences, and many need other avenues to develop their sense of belonging.

Hudson said the diverse experiences highlighted in the research reflect the many ways that children build connection and security.

"What came through very strongly was that students know exactly what they need to belong, and schools have a variety of ways to support them to seek those out," Hudson said. "We need to protect unstructured play time, because while both solitary and social play contribute to belonging, children need choices about how to participate.

"Designing spaces intentionally to acknowledge that students have different social intensities and need options for solitary retreat are also important."

While many students develop belonging naturally through engagement with familiar people, places and objects, the research reminds schools that the best opportunities might be hidden where they least expect.

Co-author Kelly-Ann Allen, Associate Professor at Monash School of Educational Psychology and Counseling, said predictability and consistency were key.

"Timetables, consistent seating arrangements, and regular routines help children feel secure enough to take social risks," Associate Professor Allen said. "Just seeing the school building or performing their morning routine was the key to belonging for some students.

"We had a student who drew her teacher as a house-shaped figure with a heart on the front, because for her it was the teacher's visible presence across the classroom that gave her a sense of security that translated into her feeling secure at school."

Things that help students feel like they belong at school

• 73%: Familiarity of known places, routines and people
• 43%: Social engagement, including formal and informal interactions with others
• 61%: Unstructured play
  • 53%: Social play (with others)
  • 47%: Solitary play
• 54%: Relationships, including peer friendships and supportive connections with teachers and family members
• 40%: Environment, highlighting specific school spaces like playgrounds and classrooms