In health and physical education, building community and belonging is the foundation that makes learning possible, and creating that sense of belonging takes intentional effort. We asked several of SHAPE America’s District Teachers of the Year to share the practices they’ve used to create a sense of belonging and community in their health and physical education classes — and the positive changes they’ve witnessed as a result of these efforts.
Brianne Blaszak
Global Concepts Charter School
Buffalo, NY
2026 SHAPE America Eastern District Middle School Physical Education Teacher of the Year
Q: How do you create a sense of community and belonging in your classes?
A: Creating a sense of community and belonging in my classes starts with intentionally building relationships and creating an environment where students feel seen and valued. One of the ways I help set the tone is through music. Music provides structure, supports transitions, and creates an energy that students often look forward to. Every 8–10 weeks, I provide students with sticky notes so they can suggest songs they’d like to hear in class. I review every suggestion to ensure it is appropriate, but the process gives students ownership and shows them that their voices matter.
I also prioritize simple conversations with students. Asking questions like, “How is your day going?” or “How did your game go last night?” helps strengthen relationships. In return, students often ask about my marathons, hiking adventures, or other outdoor experiences, which creates a genuine connection built on mutual interest and respect. Each marking period, classes work together to establish goals, ranging from social goals (like never having the same groups) to skill-based outcomes (such as being able to volley a ball back and forth for a specific amount of time). We also have open conversations around empathy and mental health, including the use of our “Take Five, Need Five” area, which provides students with a space to regroup when needed. Ultimately, I want students to know that they belong exactly as they are and that our class community is stronger because of each person’s unique contributions.
Q: Have you seen a difference in your students when you prioritize community and belonging? What does that look like?
A: Prioritizing community and belonging has tremendously impacted my students, both inside and outside of physical education. I’ve noticed increased motivation — not just to show up to class, but to actively engage, encourage one another, and embrace new learning experiences. Students demonstrate higher levels of respect for themselves and their peers, while also developing the confidence to try challenging activities and understanding that growth often comes from being uncomfortable.
I’ve also seen students build meaningful memories and connections while developing a desire for lifelong wellness and movement. They learn that physical activity can be both purposeful and enjoyable. However, the biggest difference I’ve noticed is the overall energy and calmness students bring into the class environment. They experience firsthand how movement, face-to-face social interaction without screens, and acts of kindness provide support when trying something new, overcoming obstacles, or navigating difficult moments.
Heather Burd
Win-E-Mac School
Erskine, MN
2025 SHAPE America Central District Middle School Physical Education Teacher of the Year
Q: How do you create a sense of community and belonging in your classes?
A: Creating a sense of community and belonging begins with helping students understand that they matter. In my physical education program, this starts with our PATRIOT expectation system: Participate, Attitude, Teachable, Respectable, Innovative, Opportunistic, and Terrific teammate. These expectations guide how students communicate, collaborate, compete, and grow together. Students learn that success is not defined solely by ability but by character, leadership, teamwork, and perseverance.
I also use a ladder system that helps students recognize that everyone is on a different step of growth. Whether students are beginners learning basic skills or advanced learners leading others, every role has value. Students discover that teams need communicators, encouragers, defenders, leaders, and learners. Everyone contributes to success.
Through community-focused experiences and daily interactions, students learn that their choices affect those around them. When students feel connected and valued, they gain confidence, take positive risks, support others, and experience authentic growth both inside and outside the gym.
Q: Have you seen a difference in your students when you prioritize community and belonging? What does that look like?
A: One of the biggest transformations I see is students developing confidence in themselves because they understand they have value within the team. Students who once stood quietly on the sidelines begin participating because they recognize there is a role for them to succeed. Through the ladder system, students realize that every level of learner matters. The beginner learning positioning and communication is important. The intermediate student creating opportunities for teammates is important. The advanced student leading and elevating others is important. Students stop viewing physical education as a place where only the “best athletes” succeed and begin seeing it as a place where everyone can grow and contribute.
The team-centered philosophy within our activities creates powerful life lessons. Students begin encouraging one another more, communicating more positively, and celebrating effort instead of perfection. They hold one another accountable to our PATRIOT expectations by participating fully, maintaining positive attitudes, being teachable and respectful, and looking for opportunities to help the team succeed.
Programs like Cops vs. Kids further reinforce the importance of community, relationships, and positive role models. Students learn they are never alone and that their actions impact the people around them every single day. I have watched students become more empathetic, resilient, and willing to support classmates who may struggle physically, socially, or emotionally. Those lessons carry far beyond the gym into classrooms, athletics, hallways, and everyday life.
Tyler Hetland, CAPE
Explorer Academy
Fargo, ND
2026 SHAPE America Central District Adapted Physical Education Teacher of the Year
Q: How do you create a sense of community and belonging in your classes?
A: I try to create a classroom where students feel safe and successful from the moment they walk into the gym. A big part of that comes from predictable routines, clear expectations, and taking time to genuinely know my students beyond their skill level. I greet students individually, build opportunities for choice into lessons, and design activities so students can access success in different ways.
In my classes, belonging is not something students have to earn first, it is something I try to build into the environment from the start. I also use consistent nonverbal systems, visuals, and regulation supports so students know what to expect and how to be successful. When students feel respected and know the environment works for them, they are much more willing to engage, take risks, and support one another. Over time, that creates a classroom culture where students celebrate progress, encourage peers, and feel like they are an important part of the group.
Q: Have you seen a difference in your students when you prioritize community and belonging? What does that look like?
A: When students feel like they belong, everything changes. I see students engage more, stay with challenging tasks longer, and become more willing to try new skills because the environment feels safe and predictable. Some of my students come into physical education with a history of frustration, anxiety, or feeling unsuccessful in movement settings, so building trust and consistency first has a huge impact.
I have seen students who were previously reluctant to participate begin volunteering answers, helping peers, and celebrating their own progress. I also notice that behavior challenges often decrease when students clearly understand expectations and feel respected within the environment. One of the most rewarding parts of my job is watching students experience success in ways they may not have before and seeing their confidence carry beyond the gym. For me, community and belonging are not separate from learning, they are what allow learning to happen in the first place.
Juli Neace
Highlands Middle School
Fort Thomas, KY
2025 SHAPE America Southern District Middle School Physical Education Teacher of the Year
Q: How do you create a sense of community and belonging in your classes?
A: Creating that community vibe starts the second those gym doors open on Day One! Kick things off with high energy and set clear expectation that the class is officially a Dream Team. Teach the students that being “good at PE” isn’t about who is the fastest or the strongest; it’s about your willingness to learn, grow, and lift each other up. Embrace differences because every single student has an untold story that we can all learn from if we listen. Take time to get to know the students and provide time and activities that help the students learn about each other. By setting the tone that we are here to love learning and have fun with movement, we establish a genuinely welcoming foundation. Ultimately, it’s about encouraging a positive mindset where we see the good in others and help everyone believe in themselves as you explore new opportunities that ignite the passion to stay active throughout life.
Q: Have you seen a difference in your students when you prioritize community and belonging? What does that look like?
A: It’s game-changing when you are intentional and prioritize community, and the magic you’ll see happen in the gym is EPIC! The gym turns into this safe space where students aren’t afraid to take risks because they know making mistakes is just part of growing into a better version of themselves. You watch them intentionally put their differences aside, realizing that when we keep a positive mindset, we are better together. The entire dynamic shifts from a not so fun competition to a collaboration where students thrive no matter who their partner is that day. My favorite part is watching the students take the wheel; they naturally step up, become teachers to one another, and celebrate each other’s successes, big or small. This isn’t always easy, and you have to be intentional — not only on the first day but throughout the school year. Keep showing up, having fun, building life-long movement skills, and you will no doubt (with some bumps in the road) crush it as a Dream Team!
Melanie Smith
Model Laboratory School
Richmond, KY
2025 SHAPE America Southern District Health Education Teacher of the Year
Q: How do you create a sense of community and belonging in your classes?
A: Family, collaboration, and belonging are the words that best describe the classroom environment I strive to create each day. I take pride in the community that I have built within my classes and school. Any teacher can deliver their content, but it takes a special effort to create an inclusive and welcoming community within your classroom and school.
I intentionally create opportunities for every student to have a voice throughout the year. During the first few days of school, students help establish class norms and expectations. This process allows them to take ownership of our classroom culture while understanding the values that guide our learning community. Another way for the class environment and community to evolve is student feedback surveys and reflection throughout the year. I use feedback gathered from students to tailor content, delivery methods, and other parts of my classes from term to term and year to year.
Throughout the year, students spend much of their time collaborating with others through small group activities or projects. For these activities to be successful, clear roles must be established, ensuring each student feels seen and heard. Another way I work to promote community within my class is celebrating the wins, no matter how small they might be. I know many times, parents only hear from teachers if there is a problem. I make it a point to send positive “student shout out” postcards periodically. I’ve heard from numerous parents and guardians about how much either they or their student appreciated this small gesture.
Q: Have you seen a difference in your students when you prioritize community and belonging? What does that look like?
A: Positive changes in classroom culture become evident when there is a deliberate focus on community and belonging. I overheard a conversation between my students as we wrapped up our yearly ropes course field trip with ziplining and climbing. A few of my students were discussing overcoming their fears with climbing and their feeling like they had survived a near death experience. They brought up how they didn’t spend much time together on a regular basis before, but they felt like they should hang out more since they went through so much together that day. I regularly see feedback from student conversations, notes, and various forms of feedback as students feel a sense of belonging and inclusivity within my classes. I see that students are more visibly engaged, confident, and comfortable, which leads them to be more successful in both academics and in other areas.
Erin Sutherland-Evans
Highland Elementary School
Billings, MT
2025 SHAPE America Western District Elementary Physical Education Teacher of the Year
Q: How do you create a sense of community and belonging in your classes?
A: Creating a sense of community and belonging starts with relationships. I want every student who walks into my gym to feel welcomed and successful, regardless of their skill level or previous experiences with physical activity. At the beginning of the school year, we kick things off with a community fun run that brings students, families, and staff together around movement and good times.
Throughout the year, I look for opportunities to connect our school with the larger community, whether that is partnering with local organizations for our Bike Rodeo or inviting community members to share their expertise and support student learning. In class, I intentionally design activities that emphasize teamwork, problem-solving, and encouragement rather than focusing solely on competition. I also give students opportunities for choice through goal setting, challenge-based activities, and self-reflection, helping them take ownership of their learning. When students feel connected to their classmates, their school, and their community, they are more likely to engage, take risks, and develop confidence that extends far beyond the gym.
Q: Have you seen a difference in your students when you prioritize community and belonging? What does that look like?
A: When students feel like they belong, they are more willing to participate and support one another. One of the best examples of this is our annual Field Day, where every student becomes part of one of four school-wide teams and works alongside students from different grade levels throughout the day. We also welcome 40 to 60 parent volunteers who help run stations, encourage students, and create a true sense of school community. Because students spend the year building relationships and practicing teamwork, Field Day becomes much more than a day of games — it becomes a celebration of belonging. I see students cheering for teammates they may not know well, helping younger students, and celebrating effort and participation just as much as winning. The same thing happens during regular PE classes when students are given choices, opportunities to lead, and chances to reflect on their growth.
Additional Resources
- Build Belonging With Students: Teacher of the Year Activities
- Trainer Tips: Build Belonging With Students
SHAPE America
SHAPE America is the nation’s leading membership organization for health and physical education professionals — serving as the voice for 200,000+ teachers, higher education faculty, researchers, administrators, and advocates, along with nearly 50 state affiliate organizations. For decades, SHAPE America’s National Physical Education Standards and National Health Education Standards have provided a comprehensive framework for educators to deliver high-quality instruction and make a positive difference in the health and well-being of every preK-12 student.
