{"id":6337,"date":"2026-05-14T10:46:56","date_gmt":"2026-05-14T09:46:56","guid":{"rendered":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/?p=6337"},"modified":"2026-05-20T12:10:52","modified_gmt":"2026-05-20T11:10:52","slug":"fostering-belonging-in-the-learning-community","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/fostering-belonging-in-the-learning-community\/","title":{"rendered":"Fostering Belonging in the Learning Community"},"content":{"rendered":"

Context<\/span><\/b>\u00a0<\/span><\/h2>\n

A strong sense\u00a0of belonging – feeling recognised, valued and connected – underpins students\u2019 persistence,\u00a0wellbeing\u00a0and academic success. Cardiff University\u2019s Inclusive Education Framework emphasises the\u00a0central role\u00a0of belonging within inclusive practice, connecting it to presence,\u00a0participation\u00a0and experience across the student journey. Research also\u00a0demonstrates\u00a0that belonging is a key predictor of motivation and attainment, particularly for\u00a0under<\/span>\u2011represented\u00a0groups (Meehan and Howells, 2017;\u00a02019;\u00a0Gillen<\/span>\u2011O\u2019Neel, 2019).<\/span>\u00a0<\/span><\/p>\n

Cardiff\u2019s\u00a0<\/span>Education Development Toolkit<\/span><\/a>\u00a0conceptualises belonging with the University\u2019s adoption of\u00a0<\/span>cynefin<\/span><\/i>, the Welsh notion that captures how place, identity and community shape our sense of connection.<\/span>\u00a0<\/span><\/p>\n

This perspective invites educators to reflect on how institutional systems, learning environments and everyday academic practices can either nurture or undermine students\u2019 sense of feeling \u201cat home\u201d within our learning spaces.<\/span>\u00a0<\/span><\/p>\n

Implementation<\/span><\/b>\u00a0<\/span><\/h2>\n

Fostering belonging requires attention to three interrelated dimensions; presence,\u00a0participation\u00a0and experience, each of which may be shaped by visible and invisible barriers.<\/span>\u00a0<\/span><\/p>\n

    \n
  1. Presence<\/span><\/b>\u00a0refers to students\u2019 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)\u2011aligned 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.\u00a0<\/span>\u00a0<\/span><\/li>\n
  2. Participation<\/span><\/b>\u00a0involves creating meaningful opportunities for students to contribute to learning. When co\u2011creation is embedded, students develop stronger ownership,\u00a0connection\u00a0and engagement. Culturally responsive approaches (acknowledging students\u2019 diverse identities and experiences) help ensure participation is\u00a0equitable\u00a0for all<\/span>\u00a0<\/span><\/li>\n
  3. Experience<\/span><\/b>\u00a0encompasses students\u2019 day\u2011to\u2011day interactions with curriculum,\u00a0staff\u00a0and peers. Scholarship signals that barriers such as the hidden curriculum (unspoken rules,\u00a0norms\u00a0and expectations) can disproportionately disadvantage international, first\u2011generation and neurodivergent students. Making expectations transparent and explicitly explaining academic practices helps students navigate university life without fear of \u201cgetting it wrong\u201d.\u00a0<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

    Impact<\/span><\/b>\u00a0<\/span><\/h2>\n

    Creating conditions for<\/span><\/span>\u00a0belonging<\/span><\/span>\u00a0has wide\u2011ranging effects: increased engagement, stronger learning\u00a0<\/span>relationships<\/span>\u00a0and 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.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n

    Reflections \/ What\u2019s next?<\/span><\/b>\u00a0<\/span><\/h2>\n

    Belonging is cultivated through intentional,\u00a0relational\u00a0and reflective practice. Educators can begin by asking:<\/span>\u00a0<\/span><\/p>\n