Fostering a Sense of Belonging

AT A GLANCE

Fostering a sense of belonging among students is crucial for their engagement, academic success and overall wellbeing.

Stayhorn (2018) defines belonging as “students’ perceived social support on campus, a feeling or sensation of connectedness, and the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the campus community or others on campus such as faculty, staff, and peers” (p. 4).

One of the most influential ways to foster student belonging in your classes is to facilitate an inclusive classroom climate where all students feel welcome, supported, and valued.

IN DEPTH

Research in the higher education sector has highlighted that a sense of belonging is a key factor in improving student outcomes. Studies have shown that when students feel more connected to their institutions and peers, they are more likely to persist with their studies, leading to greater academic success. In addition, when students feel a strong sense belonging it can positively influence their mental health and wellbeing.

Belonging is a complex and multifaceted idea. Based on a review of the literature, Strayhorn (2012; 2018) developed a list of seven core elements of a sense of belonging:

A basic human need
Belonging sits in the middle of Maslow’s hierarchy of needs, and therefore must be fulfilled before higher order needs (e.g. knowledge and self-actualisation) can be met.
A fundamental motive, sufficient to drive human behaviour
The desire to belong can motivate students to act in ways that may help or hinder their engagement and academic achievement. Students that feel excluded or rejected by their institution, staff or peers are more likely to search for belonging in ways that may be counter to their academic success. It is important to foster a sense of belonging for all students, without exception.
Takes on heightened importance in certain contexts, at certain times, and among certain populations
Feeling a sense of belonging is particularly important in new or unfamiliar environments (e.g. a new institution, subject, or learning environment), during transitional phases of life (e.g. when commencing tertiary study), and for people that may be marginalised in a given context (e.g. international students, or students with backgrounds or experiences that differ from those of their peers and/or staff).
Related to mattering
Mattering can be understood as the “feeling, rightly or wrongly, that one matters, is valued or appreciated by others” (Strayhorn, 2018, p. 36). Belonging is relational in nature. Students must feel like they matter to their peers, teachers, and institution to develop a strong sense of belonging.
Influenced by one’s identities
Students encompass a multiplicity of capabilities, backgrounds, and experiences that shape who they are. The multifaceted and often overlapping nature of students’ social identities can influence how they experience a sense of belonging. Belonging is about more than just ‘fitting in’, it depends on students feeling accepted as their true, authentic self.
Leads to positive outcomes and success
Dedicating time and energy to fostering belonging among students improves the experience for students and staff alike. When students feel connected to and valued by their peers, teachers, and institution they are more engaged, learn better, and experience increased wellbeing and happiness.
Must be satisfied as conditions change
Fostering belonging is an ongoing process. Students’ experiences at university can easily influence their sense of belonging. It is important to continue to facilitate learning environments where all students feel accepted, respected, and appreciated.

So, how can you foster belonging in your subjects? Here are some suggestions for creating and maintaining an inclusive class climate, where all students feel welcome, accepted, and supported.

Set the tone from Day 1

The first class plays a significant role in setting the emotional and intellectual tone in a subject. It is important to create a welcoming environment where all students feel safe to express their ideas. Icebreaker activities are an effective way for students to build rapport with each other and can contribute to a culture of learning in your subjects. In addition, starting with engaging activities can draw on students’ prior knowledge and excite curiosity for the subject.

Get to know your students (and let them get to know you)

Students learn best when they have a good rapport with their teacher, and feel seen and valued as individuals. Learning about your students’ strengths, interests, and potential challenges makes it possible to personalise learning experiences, making your subject more relevant and engaging. Depending on the size and context of your subject this can be done through individual or group consultations, polling or surveys, discussion boards, or in-class group discussions.

Here are some ideas for what to ask your students to share:

Their reasons for taking the subject
Any previous experience with the subject content/ideas
What they hope to learn in the subject
Their personal interests and passions

In addition, sharing some of your own personal interests and experiences can demonstrate how to foster connections and contribute to a more trusting and open learning environment. Try to be available for your students by arriving a few minutes early and/or lingering at the end of class in case they have questions, and encourage students to use your consultation times (if you have them).

Establish expectations

Establishing norms at the start of the semester can help to create a productive and respectful learning environment, and signals to students that they each have a role to play in maintaining this. If you have time, negotiate these expectations with your students. If not, include your expectations in the subject materials and clearly explain the rationale behind them in the first class. When setting expectations, consider the following aspects:

Student participation in classes (e.g. how are students expected to contribute to discussions and activities in the subject lectures, tutorials, workshops, seminars etc.)
Rules for classroom engagement (e.g. should students raise their hands or speak freely to ask questions or make comments? How can they refer to you? Should they introduce themselves before speaking?)
Managing disagreements (e.g. how to approach discussing sensitive topics in a respectful way? How will you manage disagreements between students if/when they occur? What do students need from you if this occurs to ensure they feel safe?)

Be explicit

Being upfront and transparent will make your subject more accessible to your students. Your teaching approach and rationale will not necessarily be obvious to everyone, so consider developing a habit of explaining what you are doing, what you are asking students to do, and why. Clearly articulate what students need to do to succeed in the subject, review the criteria before major assignments and exams, and ensure to keep students in the loop if anything changes.

Be mindful of your language

While language can be used to include and connect with people, it can also contribute to discrimination and reinforce harmful stereotypes. Using inclusive language is a powerful way to create and maintain and inclusive class culture. Refer to the Inclusive Language guide for more information and advice on how to use language in way that is inclusive and respectful.

Remember that the only constant is change

Our societies are constantly changing, and knowledge about how to best meet the needs of our students evolves with time. Many practices that were once common practice, are now outdated and inappropriate. Set a good example for your students by being open to changing your perspective, acknowledging when you make mistakes, and seeking ongoing learning.

AT A GLANCE

IN DEPTH

FURTHER READING & RESOURCES