The Psychology Behind Student Belonging
By Dr. Omid Fotuhi, Director of Learning Innovation at WGU Labs
People have a fundamental need to belong. That sense of belonging, the feeling that one has a secure and valued place within a group, is a core condition that is required for an individual to feel safe, confident, and able to contribute. It’s not surprising that a strong sense of belonging is a key factor in a student’s ability to succeed in school. In truth, learning is a social experience. When students feel valued, accepted, and respected by their classmates and educators, they become free to engage authentically with the materials and individuals around them.
As we navigate through different spaces of learning, we are constantly asking ourselves, "Is this a place where I feel like I can belong?" When the answer is “no” for long enough, students tend to disengage because the space starts to feel threatening and they don’t feel emotionally safe. Often when belonging is missing, it is driven by feelings of uncertainty. Students say to themselves, “I don’t know if I belong.” Because this uncertainty is ambiguous and fluid, these students live in a constant state of questioning and stress that can easily become overwhelming. Fortunately, this uncertainty is an issue that institutions can and should directly target and for which positive interventions can make a measurable positive impact.
Considerations for students learning at a distance
Many of the interactions that ultimately foster belonging come from the spontaneous, organic interactions students have with peers, faculty, and staff each day. It is during these exchanges that students can pick up subtle cues about whether they belong. For instance, a professor may maintain positive eye contact and signs of warmth through smiles and affirming statements, convey interest in the student by asking questions, and inviting them to take part in relevant opportunities. When students are learning virtually, they can miss out on these opportunities, making it more likely that they can succumb to those feelings of belonging uncertainty.
But all is not lost. Digital communities can provide spaces for students to connect in meaningful, yet low stakes ways to recapture what goes missing when you can’t chat in the hallway or connect back at the dorm.
Digital communities are flexible, always available, and can evolve to meet the needs of students over time. Because they aren’t defined by a specific space or time, they actually encourage a greater diversity of students to connect with each other, share ideas, and provide support. Moreover, because they allow students to participate on their own terms, virtual communities welcome engagement from many students who would be too shy or nervous to speak up in a face to face interaction.
Tips for promoting positive community and belonging for students
When building any community, there are several critical factors that can increase the positive impact on students. Drawing from social psychology, it's important to consider the following:
Timing Matters: Uncertainties are greatest during times of transition. Students who are just starting school tend to feel the most anxious and ask the most questions. Engaging with and preparing students from the beginning is key. Consider providing access to your community from the day a student is accepted, or even during the enrollment process. By providing support when stress is at its highest, you are more likely to intervene before questions about belonging can take root.
Normalize Experiences: Great communities reinforce that students are not alone. Create spaces where students can connect with peers who are having the same experiences. Let them seek advice from and connect with students who have been in their position before or with alumni who have successfully overcome similar challenges. By normalizing their experiences, they see value in the group - they see themselves as an inclusive part of the group, and they learn that they have a community they can turn to for help when they need it.
Allow Experiences to be "Self-Authored": Unfortunately, just telling students not to feel anxious and uncertain doesn’t really do the trick. Understanding and acceptance come best when a student can come to the realization through their own narrative and experience. Make sure your communities are safe spaces where conversations can be “by students, for students.” Solicit feedback early and provide students agency over the design and evolution of community spaces. By placing them in the driver’s seat, students gain the independence to create their own insights and draw their own conclusions, meaning they are more likely to find the belonging you are hoping to provide.
Where Do We Go From Here?
We've really only scratched the surface in this post, but realizing that college can be difficult and giving students access to people, answers, and resources they need is a great first step to helping them establish a strong sense of belonging that will help them succeed. Getting to know a new campus, new structure, and new processes can be stressful, and the more students feel connected, the more likely they are to embrace those challenges and achieve their goals.
More insights and dialog on this topic can be found in our recent webinar, "Benefits of Creating a Sense of Belonging for Students and Faculty." We invite you to check it out here.
About the Author
Omid Fotuhi is a research associate at the University of Pittsburgh’s Learning Research and Development Center and the Director of Learning Innovation for WGU Labs -- a nonprofit subsidiary of Western Governors University. He co-founded Stanford’s College Transition Collaborative and the Stanford Interventions Lab. Twitter and LinkedIn: @OmidFotuhi.