The overwhelming majority of disabilities (such as anxiety, depression, autism, learning disabilities, and autoimmune disorders) are not visually apparent. Despite the known risks of isolation, little attention has been paid to how students with "invisible disabilities" develop a sense of belonging in our schools, and what actions we, as educators, can take to improve their outcomes. Here, the authors share a framework schools can use to support belonging, based on three themes: self-advocacy, mastery of the student role, and building relationships.