"Wellbeing" and "belonging" are explored in this article through sociolinguistic interactional analysis of naturally arising conflict situations, captured ethnographically on video, and through analysis of teachers' discussions during focus groups. Post-conflict analysis of child-led actions revealed children used numerous peace-making strategies to repair their peer relationships, showing relationships matter greatly for their wellbeing. Utilising the notion of a "trajectory of belonging" we analysed and linked the meaning of chronologically sequenced conflict events, illustrating that achieving a sense of belonging is not an outcome of a single event; rather it is a process of negotiation within a community and its existing hierarchy.