Evidence-Based Guidelines for Student Belonging in Higher Education

A student’s sense of belonging at university is a critical component of positive student experiences and can contribute to improved student satisfaction, retention, and academic performance. Extensive research on student belonging in higher education also demonstrates its benefits for physical and psychological health and wellbeing. However, numerous contemporary challenges—including the emergence of COVID-19 in early 2020, the rapid adoption of artificial intelligence tools in higher education, and increasingly polarised social and political climates in many liberal democracies—have significantly reshaped the dynamics of student belonging. This chapter develops evidence-based guidelines to help foster a sense of belonging among students who face these challenges, focusing on four interconnected components of belonging: (1) competencies, (2) opportunities, (3) motivation, and (4) perceptions, framed within an integrated systems approach. This approach considers the multiple domains that influence belonging, including academic experiences, social interactions, physical environments, and personal attributes. The chapter highlights the importance of treating the development and maintenance of belonging as an ongoing, dynamic process requiring professional reflection, autonomy, flexibility, and judgement. This research-informed chapter provides practical, adaptable strategies to help educators create learning environments that promote a sense of belonging for all students.