In the context of the post-pandemic era, characterized by the COVID-19 pandemic, there was a growing recognition of the importance of a supportive community and academic focus for students, both in the United States and globally. The whole-learner approach acknowledges that students require a sense of belonging to excel academically, behaviorally, and emotionally. Central to this success is the creation of an environment where students can authentically engage and co-author their learning experiences. The teacher's ability to cultivate such a culture significantly influences students' sense of belonging. This study investigated how leadership actions, school culture and climate, and participation in a professional learning series affect educators' beliefs about fostering a student community where all individuals feel a sense of belonging and thrive. The study identified several thematic findings: 1. The importance of teacher and staff belonging; 2. The role of key leadership conditions in prioritizing student belonging; 3. The impact of an educational equity professional learning series in raising awareness and establishing a common language; 4. The recommendation of using frameworks and standards as support structures for effective, equity-centered professional learning; and 5. The suggestion to link classroom observation feedback to teacher pre-assessment results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]