A strong sense of belonging is essential to student success, academic engagement, and persistence through graduation (Allen et al., 2018; Quin, 2017). Although student engagement and community development are often attributed to student life, clubs, athletics, or marketing, the faculty’s role is equally, if not more, significant in fostering these aspects. Instructors typically serve as the initial and most consistent point of contact for students within the university. The classroom, whether in-person or online, is where students spend the majority of their time, and the atmosphere established there can significantly impact the overall quality of their educational experience.
Belonging can look different for different people. As individuals, how we see ourselves and how we hope to be recognized varies widely. Drawing on Maslow’s Hierarchy of Needs, a sense of belonging is considered a core human need. It is one that follows closely behind safety and basic physical needs (Maslow, 1943). Belonging occurs when individuals experience a sense of inclusion and participation within a group or community, rather than feeling isolated or excluded.
The concept of belonging reaches beyond any one aspect of a student’s identity. Students possess a diverse range of experiences, encompassing their personal background, cultural background, life circumstances, interests, and aspirations. What they all share, however, is the imperative to feel welcomed, supported, and connected within the learning environment. Our emphasis on belonging addresses this fundamental human need, which resonates with all members of a learning community.
Although efforts to create inclusive learning environments may occasionally involve discussions about identity or background, the primary focus in this context is on fostering connections, providing support, and sharing the collective experience of learning. As Christianne Garofalo noted (quoted in Althof, 2020):
“Belonging is the emotional outcome that people want in their organization.”
– Christianne Garofalo
Belonging is fundamentally rooted in relationships—the recognition, respect, and encouragement that students receive. When students feel a sense of belonging within the classroom community, they are more likely to flourish academically. Faculty that acknowledge the significance of connections and actively strive to create inclusive environments will make a lasting impact on students’ academic journeys.
To support this initiative, the CETL has compiled a comprehensive toolkit containing ideas, strategies, and examples that will assist you in cultivating a sense of community within your courses. These resources are designed to help the preparation of your courses, the structuring of your classroom environment, and the reflection on effective methods to enhance student engagement. Should you have any questions or require assistance in adapting this toolkit to your specific courses, please do not hesitate to contact us. We are available to provide support.
Toolkit Resources
Creating a Welcoming Learning Environment Fostering a sense of belonging in the classroom—whether online or in person—begins with intentional choices in syllabus design and early course interactions. Instructors play a key role in shaping the tone of the course by offering a classroom environment that is open, respectful, and welcoming to all students. Behaviors such as encouraging participation, supporting open dialogue, and connecting students with helpful campus resources contribute to …
Part of creating a sense of student belonging is recognizing that all of us come from different backgrounds, filled with cultural mores, commonalities, expectations, and more. Instructors can establish norms for classroom behavior while honoring the individuality of each participant and their backgrounds. Listed below are some quick-start steps to set the stage for a successful semester that fosters a sense of student belonging in the classroom as well as …
First impressions matter. The syllabus is often a student’s first introduction to the instructor and their course. For many students, this initial impression can shape their expectations and comfort level. Some may feel uncertain or anxious about what lies ahead. Instructors can help ease these concerns by using language that demonstrates respect, support, and encouragement. Framing the syllabus in a way that emphasizes shared success, and the availability of support …
References
Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2018). What Schools Need to Know About Fostering School Belonging: A Meta-analysis. Educational Psychology Review, 30(1), 1–34.
Altof, H. (2020). Belonging is the Missing Piece for the FIght for Inclusion. SHRM.
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
Quin, D. (2017). Longitudinal and Contextual Associations Between Teacher-Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87(2), 345–387.