A report from Oakland Unity Middle School describes an advisory model designed to reduce vulnerability barriers and strengthen belonging for students. In “trust circles,” students are prompted to share personal information and then identify assignments they need to complete, with peers offering advice and acknowledgment. Teachers and administrators argue that this structure helps students feel safe being “vulnerable,” framing belonging as a driver of academic engagement rather than an extracurricular add-on. The story highlights that students cannot opt out of the opening sharing prompt, aiming to normalize risk-taking in a supportive environment. The report also connects the model to broader research on boys’ participation: it notes boys are more likely to repeat early grades, lag in reading and writing, and graduate at lower rates—and suggests many disengage because they don’t feel they belong in academic settings. For student success leaders, the immediate policy-relevant point is that belonging interventions can be embedded in routine academic operations—time, structure, and peer norms—rather than relying solely on optional counseling or after-school programs.