Supporting students' sense of community and belonging

A student’s sense of belonging is strongly correlated with the ability to learn. The feeling of belonging produces feelings of empowerment, motivation and agency. Similarly, feelings of exclusion or marginalization hinder learning.

Measures to support student participation include

1. clear communication on objectives and supporting actions such as learning strategies and assessment
2. informing about support and feedback opportunities both at the beginning of the course and during the course
3. choices of teaching methods that also support student interaction and learning and student participation in the production of course content
4. creating a safe working environment and agreeing on common practices
5. involving the student in these policies and processes

The teacher can promote community and inclusion in the course in many different ways, some of which are listed in the table below as well as in the guide produced by Nyyti. The student can also contribute to the emergence of community and inclusion in the group.

For some of us, it is important to belong to some permanent communities, such as the class of the degree program. For others, awareness of a community or experience that a community exists is enough for a sense of community. A sense of community doesn’t always show up as an activity, but it’s important to communicate that everyone has the opportunity to become part of the community. On the other hand, communality can also be considered as mandatory. In this case, it is important that the individual sees the significance of their own activities and involvement and is empowered and motivated by the activities of the community.

In teaching and learning everyone has a role in creating a inclusive experience. 

A sense of community can also be supported outside the course. In many cases, loose-knit, low-threshold communities act as a factor in increasing a sense of community while increasing wellbeing in the communities. In university communities, this can be, for example, a curriculum development group, an academic guidance group or a leisure group in which everyone who is interested is welcome to participate in a multi-voiced, skilled and multi-faceted way. In addition to supporting wellbeing, the group acts as an empowerment and support agent.