The quest for belonging in schools has emerged as a pivotal aspect of K-12 development, shaping their social identity, psychosocial adjustment, and transition into adulthood. Robust empirical evidence underscores the profound impact of school belonging on students’ well-being, mental health, and academic success. Guided by the foundational principles of inclusion and relationality, the purpose of this chapter is to explore the value in cultivating and sustaining spaces of belonging for students and the subsequent impact on educational praxis. The chapter is first framed by a critical examination of schools as sites of exclusion and mistrust for racialized and other marginalized students (Love 2019). Building on historical contextual understandings of educational institutions rooted in coloniality and whiteness, educators may take the critical step of confronting oppression by cultivating deeper connections, trust, safety, and relationships with their students and the wider school community. In effect, they may foster and sustain intentional spaces of belonging. Fostering a sense of belonging is not only integral to immediate school outcomes but also resonates as a lifelong determinant of well-being and success. This is accomplished through an understanding of the interconnected elements of belonging: trust, inclusion, connection, relationships, identity, safety, and membership. Recognizing the broader influence of the school environment and the nuanced interplay of factors, such as student–teacher relationships and positive student attitudes, becomes paramount in cultivating a supportive and inclusive educational setting (Allen and Kern 2017; Bryk and Thum 1989). The contributions of this chapter are important for current and future educators who are committed to social justice work and actively disrupting oppressive spaces through decolonial and relational approaches, with an explicit focus on student belonging.