Understanding Barriers to Belonging

Students often face internal doubts about whether they truly “belong” in academic settings. These doubts may be triggered by new learning challenges, unfamiliar norms, or a lack of visible representation in the course materials or classroom culture.

Some students carry additional cognitive or emotional burdens when they feel they’re being judged based on background, appearance, or perceived difference. Others may struggle to internalize their accomplishments and worry they’ve somehow “slipped through the cracks.” These feelings can surface particularly during high-stakes moments—like participating in class, taking exams, or asking for help.

While the origins of these feelings vary, the impact is consistent: students who doubt their belonging or ability may hesitate to engage, take fewer intellectual risks, and underperform relative to their potential.

Strategies for Supporting Student Belonging and Confidence

Get to Know Your Students as Individuals

When students feel seen and acknowledged as individuals, they are more likely to engage fully and confidently. Even small gestures—like using students’ names or asking about their learning goals—can build rapport and foster motivation.

Practical strategies:

• Background questionnaires: At the beginning of the semester, invite students to share information about themselves (e.g., preferred name, prior experience with the subject, learning goals). Share something about yourself, too.

• Assess prior knowledge: Begin new units by informally surveying what students already know. Connecting new material to existing understanding increases confidence and access.

• Encourage office hour visits: Consider incentivizing early visits to office hours or hosting open drop-in sessions.

• Be present before and after class: Arriving a few minutes early or lingering after class allows for informal connections that build trust.

• For example: Even in large lecture courses, make an effort to learn and use students’ names whenever possible. It can make students feel more connected and valued.

Give Feedback That Builds Confidence

Feedback is one of the most powerful tools for learning. When delivered with clarity, encouragement, and high expectations, it can help students stay engaged and motivated—even when they encounter difficulty.

Practical strategies:

• Low-stakes practice: Provide opportunities for students to try, revise, and receive feedback without penalty.

• Balanced tone: Pair constructive suggestions with affirmations of progress and belief in students’ ability to improve.

• Actionable comments: Focus feedback on specific strategies students can use to revise and succeed.

• For example: Use a “praise-suggestion-praise” structure in your feedback. This means starting with something the student did well, offering a constructive suggestion for improvement, and closing with another positive comment to encourage their growth.

By combining high expectations with a clear expression of support, you help students build resilience and confidence in their own learning journey.

Use Language That Invites and Includes

The words we use in class shape how students perceive the learning environment. Inclusive, intentional language helps students feel respected and reduces unnecessary distractions or discomfort.

Practical strategies:

• Ask for names and pronouns: Use a beginning-of-term survey and model by sharing your own name and pronouns. Use them correctly and respectfully throughout the semester.

• Choose inclusive greetings: Use terms like “everyone” or “folks” instead of gendered phrases like “guys.”

• Avoid assumptions: Use broad or varied examples that reflect a range of lived experiences and avoid assuming shared backgrounds (e.g., travel, family life, cultural references).

• Clarify references: Explain idioms or colloquialisms to ensure all students can engage fully.

• For example: Regularly check in with your own language habits. Reflect on whether the terms and examples you use in class are inclusive, and make adjustments as needed. Small changes can make a big difference in creating a welcoming environment for all students.

Strive for Fairness and Transparency

Students are more likely to trust the learning environment when they perceive it as fair, clear, and consistent. Small design decisions can reduce ambiguity and increase students’ sense of control over their own success.

Practical strategies:

• Use anonymous grading when possible to reduce unintentional bias. Many LMS platforms offer this feature.

• Ensure balanced participation: Vary discussion formats, use wait time, and avoid relying on a few frequent speakers.

• Clarify policies: Make grading criteria and regrade policies transparent in your syllabus and reinforce them throughout the course.

• Reflect on your own patterns: Periodically review who is participating, who is struggling, and whether your expectations are being applied consistently.

Learn Your Students’ Names

Using names and correct pronouns helps students feel acknowledged and respected. While this can be a challenge in large courses, making the effort signals to students that they matter.

Practical strategies:

• Rosters and notes: Use your LMS or print a copy of your class list. Add notes or photos if available.

• First-day introductions: Model inclusive language by introducing yourself and inviting students to do the same, in a way that’s comfortable for them.

• Name cards or table tents: In small classes, ask students to display name placards for the first few weeks.

• Reinforce with repetition: When students speak, repeat their names and include them in follow-up questions.

• Handle mistakes gracefully: If you misname or misgender a student, apologize, correct yourself, and move on. Model humility and care.

Fostering a climate of belonging and confidence is not about eliminating all challenges from the learning experience. Instead, it’s about creating the conditions where students feel safe to take those challenges on—knowing that their efforts will be supported, their identities respected, and their growth celebrated.