General education classrooms are filled with students from varying domestic environments. According to findings from previous research, children from homes with elevated levels of chaos have more negative feelings about school (Jaffee et al., 2012). Little research has been conducted to assess specifically morning routine chaos in relation to sense of belonging at school. We assessed 31 students in elementary, middle, and high school across the United States for domestic morning routine chaos levels using the CHAOS questionnaire (Matheny et al., 1995). We also administered 7 open ended questions to assess sense of belonging at school via peer interactions, teacher interactions, extracurricular involvement, and emotional well-being at school. We documented that students with elevated levels of morning routine chaos had statistically significantly worse emotional well-being at school. We suggested morning routine changes to provide equitable support for students transitioning from a chaotic domestic morning routine to close the emotional security gap.