Fostering a Sense of Belonging Through an Inclusive Learning Environment

Create safer and more welcoming spaces for learning

One standing student and one student in a wheelchair are giving a presentation about designing curb cuts. The instructor observes from the side.

Sense of belonging describes a student’s perception that they are accepted,  respected, and supported. This requires an inclusive learning environment, which professors can create in their classroom while also acknowledging the greater sense of alienation students may be experiencing within the larger institution.

If a learning environment is alienating, students’ overall well-being – and, as a result, often learning outcomes – are negatively impacted. This is especially the case for students who are impacted by systemic marginalization, which means that creating a safe, inclusive environment where students feel they belong is key to supporting student learning.

How Fostering a Sense of Belonging can be Digitally-Enabled

When designed and used thoughtfully, digital curriculum and tools can be leveraged to foster a sense of belonging through an inclusive learning environment. The ability of technology to create human connection regardless of geographic proximity can be used to highlight diverse experts in the relevant field that introduce students to perspectives that they may not otherwise encounter at their specific college or university. Technology can also be leveraged to create learning opportunities that move away from exclusionary pedagogical and assessment practices and invite students to apply their learning to solve problems they and their communities face.

Find examples of Fostering a Sense of Belonging in the Example Library

Key Dimensions of Fostering a Sense of Belonging

Positive representation of students’ identities

Professors work to ensure that students’ diverse identities are not only acknowledged, but are also positively represented in the learning materials, curriculum, and course discussions. Students see themselves reflected in the content, which fosters a sense of belonging by validating their identities and experiences.

An instructor has a discussion with three students in a casual setting.

Inclusive practices and norms

Professors have clear expectations, practice active listening, encourage peer support and collaboration, address exclusionary classroom practices, and ensure equity and consistency in course policies. These efforts create an inclusive and respectful learning environment that enhances students’ sense of belonging and well-being.

Strength-based pedagogies

Professors recognize and build upon the strengths, experiences, and unique qualities of their students. By employing pedagogical approaches that focus on students’ strengths, professors create a classroom environment where students feel valued and empowered to contribute their individual assets to the learning process.

An instructor speaks with a student at a desk and asks about their strengths and interests, represented by a heart icon.

Instructional Examples

The Instructional Example Library features a wide range of digitally-enabled examples sourced directly from instructors who are using technology to implement evidence-based teaching practices in their courses. These examples focus primarily on math, chemistry, and statistics gateway courses, but are applicable across disciplines.

Visit the Instructional Example Library

Have an Example of Your Own?

Help us build our Instructional Example Library! We are looking for contributions from higher education instructors across disciplines who use technology to enable evidence-based teaching practices. To learn more and to submit an example, please visit the form page linked below. Thank you for helping us support the field.

Submit an Example