Belonging & Classroom Culture Designer Agent Skill

Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics.

Context cost
6.2k tokensestimated from the bundle, loaded when it triggers
Bundle
1 file · 24.9 kBtext throughout, nothing executable
Licence
not declarednone named by its author
Last change
—v1.0
Servers it uses
Noneruns standalone

What it does

Design targeted interventions that strengthen belonging and inclusion for specific classroom dynamics. Use when students feel isolated, cliques form, or new students need integrating.

What this skill changes about the agent has not been set out here as a list. Its SKILL.md, shown below, says it in the author’s own words.

belongingclassroom-culturedocumentationequityinclusionmarginalisationrelationships

The skill itself

A skill is instructions the model reads, so you can see what you are getting: below is the start of its SKILL.md. The front matter loads with every session, the body loads when the skill triggers, and the whole file comes with the install.

SKILL.md24.9 kB · preview
--- # AGENT SKILLS STANDARD FIELDS (v2) name: belonging-classroom-culture-designer disable-model-invocation: false user-invocable: true effort: medium # EXISTING FIELDS skill_id: "wellbeing-motivation-agency/belonging-classroom-culture-designer" skill_name: "Belonging & Classroom Culture Designer" domain: "wellbeing-motivation-agency" version: "1.0" evidence_strength: "strong" evidence_sources: - "Walton & Cohen (2011) — A brief social-belonging intervention improves academic and health outcomes of minority students" - "Yeager & Walton (2011) — Social-psychological interventions in education" - "Baumeister & Leary (1995) — The need to belong: desire for interpersonal attachments as a fundamental human motivation" - "Goodenow (1993) — Classroom belonging among early adolescent students" - "Murphy & Zirkel (2015) — Race and belonging in school: how anticipated and experienced belonging affect choice, persistence, and performance" input_schema: required: - field: "classroom_context" type: "string" - field: "belonging_concern" type: "string" optional: - field: "student_level" type: "string" - field: "subject_area" type: "string" - field: "student_profiles" type: "array" - field: "current_practices" type: "string" - field: "time_available" type: "string" output_schema: type: "object" fields: - field: "belonging_practices" type: "array" - field: "routine_integration" type: "object" - field: "language_guide" type: "object" - field: "monitoring_indicators" type: "array" chains_well_with: - "motivation-diagnostic-task-redesign" - "trauma-informed-practice-designer" - "ruler-emotional-literacy-sequence" - "restorative-practice-protocol-designer" teacher_time: "3 minutes" tags: ["belonging", "inclusion", "classroom-culture", "relationships", "equity", "marginalisation"] ---
70# Belonging & Classroom Culture Designer
71
72## What This Skill Does
73
74Generates specific, implementable classroom practices that build belonging for all students — with particular attention to students who are most likely to experience belonging uncertainty (new students, minority students, students with SEN, EAL students, students transitioning between schools). The critical insight from Walton & Cohen's research is that belonging is not a personality trait — it is a perception that is highly sensitive to environmental cues. Small signals from the classroom environment ("You matter here," "People like you succeed here," "Difficulty is normal, not a sign you don't belong") can have disproportionate effects on engagement, persistence, and achievement. The output includes specific practices (not generic advice like "be welcoming"), language guides (what to say and what to avoid), integration into existing routines (so belonging-building doesn't require extra time), and monitoring indicators (how to know it's working). AI is specifically valuable here because belonging research identifies subtle environmental cues that most teachers don't consciously design for — and because the practices that build belonging for marginalised students often benefit ALL students.
75
76## Evidence Foundation
77
78Walton & Cohen (2011) demonstrated that a single, brief belonging intervention — normalising the worry that "people like me don't belong here" — closed the achievement gap between Black and White students by 52% over three years. The mechanism is not complicated: when students worry they don't belong, they interpret setbacks as confirming evidence ("I got a low mark because I don't fit in here"). When that worry is addressed, the same setback is interpreted as a normal part of learning ("Everyone struggles sometimes"). Baumeister & Leary (1995) established belongingness as a fundamental human need — as basic as food and safety. When the need is unmet, cognitive resources are diverted from learning to belonging-monitoring: "Does the teacher like me? Do the other students accept me? Am I welcome here?" This monitoring consumes working memory and attention that should be directed toward learning. Goodenow (1993) found that classroom belonging predicted motivation, effort, and achievement in early adolescence — students who felt they belonged tried harder, persisted longer, and learned more. Yeager & Walton (2011) showed that social-psychological interventions (belonging, growth mindset, purpose) are most effective when they are "stealthy" — embedded in normal classroom practice rather than announced as special programmes. Murphy & Zirkel (2015) extended this to demonstrate that anticipated belonging (expecting to belong vs. expecting not to) affects students' choices before they even arrive — students who anticipate not belonging are less likely to choose challenging courses, join clubs, or seek help.
79
80## Input Schema
81
82The teacher must provide:
83- **Classroom context:** The class and its features. *e.g. "Year 7 English, 28 students, first term after primary-secondary transition. Mixed-ability. Several students from different primary schools who don't know anyone." / "Year 10 GCSE Science, small class of 18, mostly boys, three girls who rarely speak in class."*
84- **Belonging concern:** The specific issue. *e.g. "Several students are isolated — they don't interact with anyone and look uncomfortable" / "Two students recently arrived from another country and speak limited English" / "There are strong cliques and some students are excluded from group work"*
85
86Optional (injected by context engine if available):
87- **Student level:** Year group
88- **Subject area:** The curriculum subject
This is a preview of SKILL.md. Download or install the skill to get the whole thing.
In the file
SKILL.md3,605 words
Files1
Licencenot declared
Why you can read it

Nothing in a skill executes. The client loads the text and the model follows it, so a skill can be audited the way a runbook is — by reading it.

What it costs in context

Skills are not billed by the call. They are paid for in context: every token the instructions occupy is a token your code, your diff and your conversation cannot use. Here is what this one takes and when it takes it.

≈800
always loaded
The name and description, so the model knows the skill exists and when to reach for it.
5,425
on trigger
The instruction body, read only when the skill fires.
3.1%
of a 200k window
Ten skills this size would take about 31% of the window before you open a file.
050k100k150k200k context window

6.2k tokens, estimated from the bundle at four bytes to the token, held for the rest of the session once it triggers. Heavy. Teams tend to install this one per project rather than globally, and load it only when the job comes up.

Servers bill, skills cost

A server charges by the month. A skill charges once per session, in context, and then keeps charging it for as long as the session lives.

Before and after

The same question, put to the same model twice: once as it comes, and once with these instructions loaded.

No worked example has been published for this skill yet.

The procedure it runs

The procedure has not been set out here step by step. It is in the body of its SKILL.md: the start of it is shown above, and the whole file comes with the install.

Prose, not code

These steps are written for a model to follow, not executed by a runtime. It can still be told to skip one, and it will say so when it does.

Servers it uses

None. This skill calls no MCP servers at all.

Everything it needs is in the instructions, so it works in a project with nothing connected — the model reads the file and changes how it works with what it can already reach.

Its SKILL.md does not declare which tools it asks the agent for, so what it touches is whatever the instructions themselves ask for — read them before you install it.

What it asks for
Writes filesnot declared
Network accessnot declared

This SKILL.md carries no allowed-tools line, so neither is declared. A skill grants no permissions of its own — it can only ask for tools your client already has.

What it will not do

Every skill is narrow, and the useful ones say where they stop. These are the jobs this one is the wrong tool for.

What this skill is not for has not been published here. Nothing is implied by that: it is a section the author has not filled in.

What is in the bundle

1 file, 24.9 kB on disk. A bundle is text throughout: the instructions the model reads, plus the templates it fills in.

  • SKILL.md24.9 kB
What is not in it

No dependencies and nothing executable: a skill is text the agent reads, so the bundle is 1 file you can review in full before installing.

Install

Installing copies the bundle into your project. Nothing runs at install time — the files sit on disk until the model reads them.

# Belonging & Classroom Culture Designer · 6.2k tokens when loaded · macOS, Linux mkdir -p .claude/skills && t=$(mktemp -d) && curl -fsSL -o "$t/bundle.tar.gz" https://mcprush.com/api/skills/belonging-classroom-culture-designer/bundle.tar.gz && tar -xzf "$t/bundle.tar.gz" -C "$t" && [ -d "$t/belonging-classroom-culture-designer" ] && { [ ! -e .claude/skills/belonging-classroom-culture-designer ] || { mv .claude/skills/belonging-classroom-culture-designer "$t/.previous" && echo "Previous copy moved to $t/.previous"; }; } && mv "$t/belonging-classroom-culture-designer" .claude/skills/ && echo "Installed .claude/skills/belonging-classroom-culture-designer"
On Windows, or any OS with Node 20+
npx mcprush@latest skill add garethmanning/belonging-classroom-culture-designer

Windows PowerShell says 'running scripts is disabled on this system'? Run Set-ExecutionPolicy -Scope CurrentUser RemoteSigned once, or type npx.cmd instead of npx (codex.cmd, gemini.cmd, grok.cmd likewise). PowerShell 7 needs neither. Writes to .claude/skills/belonging-classroom-culture-designer/ in the current project. For every project instead, run mkdir -p ~/.claude/skills && t=$(mktemp -d) && curl -fsSL -o "$t/bundle.tar.gz" https://mcprush.com/api/skills/belonging-classroom-culture-designer/bundle.tar.gz && tar -xzf "$t/bundle.tar.gz" -C "$t" && [ -d "$t/belonging-classroom-culture-designer" ] && { [ ! -e ~/.claude/skills/belonging-classroom-culture-designer ] || { mv ~/.claude/skills/belonging-classroom-culture-designer "$t/.previous" && echo "Previous copy moved to $t/.previous"; }; } && mv "$t/belonging-classroom-culture-designer" ~/.claude/skills/ && echo "Installed ~/.claude/skills/belonging-classroom-culture-designer" (macOS, Linux) — or add --global to the npx line. The curl line replaces .claude/skills/belonging-classroom-culture-designer/ only after the download succeeds, so files left there by another skill of the same name, or by an older release, do not mix in. A copy already there is moved aside, not deleted, and the line prints where.

Which clients pick it up on their own

A skill is a folder of text. Most of these read a skills folder and pick it up without being told; the rest take the same folder another way — an upload in the app, a parameter on an API call — and then choose it by its description just the same.

Claude Code.claude/skills/
Claude DesktopCustomize › Skills
ChatGPTSkills › Create › Upload
Cursor.cursor/skills/
VS Code.github/skills/
Codex CLI.agents/skills/
Gemini CLI.gemini/skills/
Grok Build.grok/skills/
Microsoft CopilotSkills › Upload a skill
PerplexityComputer › Skills › Upload a skill
DeepSeek Harness.dsh/skills/
Zed.agents/skills/
Devin Desktop.devin/skills/
Windsurf (legacy).windsurf/skills/
OpenAI Agents SDKInstructions or sandbox Skills
HTTP / APIa request parameter
This release
Version1.0
Publishedno release date on file
PriceFree
Referencegarethmanning/belonging-classroom-culture-designer

Versions

v1.0 is what is on the shelf; no release here carries a date. Instructions change more often than APIs do — a skill can be rewritten entirely without anything it depends on moving.

v1.0
  • No earlier releases have been published to the marketplace.
Pinning

The install command always fetches the release that is current the day you run it — v1.0 today — and cannot ask for an earlier one. The copy on your disk does not change until you run it again.

Reviews

—no reviews yet

Nobody has reviewed this skill yet. The rating is the mean of the reviews written here, so there is none until somebody writes the first.

Sign in to review it

A review is tied to an account so it can be answered, edited and taken down by the person who wrote it.

Sign in
Who can post

Anybody with an account, one review each. It carries the version that was current when you wrote it, and the publisher may reply once.

Publisher
Servers0
Claim this skill