Fostering Belonging in the Learning Community

Context 

A strong sense of belonging – feeling recognised, valued and connected – underpins students’ persistence, wellbeing and academic success. Cardiff University’s Inclusive Education Framework emphasises the central role of belonging within inclusive practice, connecting it to presence, participation and experience across the student journey. Research also demonstrates that belonging is a key predictor of motivation and attainment, particularly for under‑represented groups (Meehan and Howells, 2017; 2019; Gillen‑O’Neel, 2019). 

Cardiff’s Education Development Toolkit conceptualises belonging with the University’s adoption of cynefin, the Welsh notion that captures how place, identity and community shape our sense of connection. 

This perspective invites educators to reflect on how institutional systems, learning environments and everyday academic practices can either nurture or undermine students’ sense of feeling “at home” within our learning spaces. 

Implementation 

Fostering belonging requires attention to three interrelated dimensions; presence, participation and experience, each of which may be shaped by visible and invisible barriers. 

1. Presence refers to students’ ability to access learning environments in ways that feel safe and welcoming. This highlights the impact of transitions (in, though, and out of university) – where relationships and engagement can encourage confidence and reduce uncertainty (Thomas, 2012). Universal Design for Learning (UDL)‑aligned design, such as providing multiple means of engagement and offering flexible activities, can ensure that diverse learners can settle into their academic community -from the outset.  
2. Participation involves creating meaningful opportunities for students to contribute to learning. When co‑creation is embedded, students develop stronger ownership, connection and engagement. Culturally responsive approaches (acknowledging students’ diverse identities and experiences) help ensure participation is equitable for all 
3. Experience encompasses students’ day‑to‑day interactions with curriculum, staff and peers. Scholarship signals that barriers such as the hidden curriculum (unspoken rules, norms and expectations) can disproportionately disadvantage international, first‑generation and neurodivergent students. Making expectations transparent and explicitly explaining academic practices helps students navigate university life without fear of “getting it wrong”.  

Impact 

Creating conditions for belonging has wide‑ranging effects: increased engagement, stronger learning relationships and improved retention. Research highlights that belonging boosts academic motivation and contributes to positive student experience, particularly when representation, intersectionality and voice are embedded across teaching and support practices.  

Reflections / What’s next? 

Belonging is cultivated through intentional, relational and reflective practice. Educators can begin by asking: 

• What assumptions are embedded in my module that some students may not share? 

• Where might participation rely on confidence, cultural familiarity or insider knowledge? 

• How can I signal that all identities and perspectives are valued in this space? 

Small shifts such as clearer instructions, transparent processes, varied participation routes and active partnership with students can meaningfully enhance belonging. 

A ‘Starter for ten’ 

As a prompt, to get ideas flowing, here are a few questions to help you reflect on this aspect of inclusive education within your own context: 

• Create welcoming, predictable learning environments. Provide clear instructions, accessible materials, and transparent expectations so students know what to expect and can engage confidently from the start. 

• Broaden what meaningful participation looks like. Offer multiple ways for students to contribute (verbal, written, digital or collaborative) and make co‑creation a routine part of your practice to strengthen ownership and engagement. 

• Make the hidden curriculum visible. Explicitly explain norms, criteria and academic conventions that some students may not be familiar with. Share examples of good work and demystify expectations. 

• Actively value students’ identities and lived experiences. Choose examples, case studies and activities that reflect diverse backgrounds, and invite students to bring their perspectives into learning in ways that feel authentic and safe. 

References

Cardiff University. Education Development Toolkit- Fostering a Sense of Belonging for All Students. Available at: https://sites.cardiff.ac.uk/education-development-toolkit/theme-overview/inclusivity/fostering-a-sense-of-belonging-for-all-students/  

Gillen-O’Neel, C., 2019. Sense of belonging and its link to students’ academic motivation, engagement, and achievement. Educational Psychology, 34(4), pp. 410-425. 

Meehan, C., and Howells, K., 2017. The importance of belonging for student engagement. Student Success, 8(2), pp. 111-119. 

Meehan, C., and Howells, K. 2019. In search of the feeling of ‘belonging’ in higher education: Undergraduate students’ transition into higher education. Journal of Further and Higher Education, 43(10), 1376–1390. https://doi.org/10.1080/0309877X.2018.1490702