Belonging is a critical aspect of young people’s educational experience. It shapes how students engage with their learning, develop relationships and see themselves as valued members of their school community. For African diaspora students in Australian schools, belonging is complex. 

The Enhancing Belonging for African Diaspora Youth in Australian Schools project responds to these challenges. Through a two phased study, this project firstly examined the experiences of belonging and not-belonging for African diaspora youth in Australian schools through collaborative research with nine African diaspora youth co-researchers which captured the experiences of 40 African diaspora young people. Drawing on the findings from this first phase of the study, the second phase, which is the focus of this report, worked with teachers, school leaders and youth co-researchers to explore how professional learning and action research could support school practices that enhance belonging for African diaspora students. 

This report presents the findings from the teacher action research phase of the project. Across three secondary schools in Adelaide, teachers engaged in a year-long cycle of professional learning and action research, supported by African diaspora youth co-researchers and the lead researcher. 

The findings highlight how belonging was understood and enacted within participating schools, the professional learning approaches used and the outcomes for students, teachers and school communities. In doing so, it provides insights into how schools can respond to the needs of African diaspora students, and more broadly, how education systems can contribute to building inclusive and equitable learning environments for all young people.