New research identifies four core elements of student belonging at college
A new theoretical model broadens student belonging beyond social connection, identifying four key components of what it means to belong.
Decades of research show that a strong sense of belonging is essential to student well-being, academic success, and equitable outcomes. Supporting student belonging is now a top priority for many colleges—and for good reason. It improves persistence, performance, and engagement, and helps bridge equity gaps (see, for example, the Equity Accelerator’s Student Experience Project).
In a recent article published in Educational Psychology Review, Dr. Alexander Browman offers a compelling new framework for understanding how students experience belonging at school. He draws on theory and research from educational and social psychology—including qualitative studies that center marginalized voices—to propose a multidimensional model of student belonging with four key components. By addressing each of these components, colleges can more effectively support student belonging and the downstream outcomes it influences.
Key Takeaways
Student belonging goes beyond social fit. Social fit—feeling accepted and included by teachers and fellow students—is the most commonly used definition of student belonging. Browman, drawing on existing research and theory (including the voices of marginalized students), argues that social fit is only one piece of the puzzle.
In fact, there are four core elements of student belonging: self-concept fit, goal fit, resource fit, and social fit. Browman’s proposed multidimensional framework of student belonging suggests that, for students to feel a sense of belonging at their school, they should perceive the school as offering opportunities to:
stay connected to valued identities (self-concept fit),
pursue their personal goals and aspirations (goal fit),
meet their basic needs (resource fit), and
feel socially accepted, valued, and included (social fit).
Broader definition of belonging = Better support for students. Recognizing all four elements could help researchers and institutions design more effective programs and policies by addressing a wider range of student needs. To support student engagement, achievement, and well-being, colleges should consider how to reshape their environments to fit their students better with respect to all four components of belonging. This broader framework is especially important for supporting students whose identities, goals, or needs may be underserved in higher education—these students may face more barriers to experiencing each facet of belonging and would therefore benefit most from intentional, inclusive design of campus environments and support systems that address each of these facets.
What Can Institutions Do to Support Each Core Component?
Support connection to valued identities (self-concept fit). Help students navigate school as their authentic selves by using asset-based and culturally-sustaining pedagogies that validate and build on students’ cultural knowledge. For example:
Create assignments that encourage students to connect course material to their racial, cultural, or socioeconomic experiences.
Facilitate orientation activities or classroom discussions that highlight the unique strengths of students from varied backgrounds.
Fund and promote affinity groups (e.g., LGBTQIA+ organizations, Black student unions) to foster visibility and validation of diverse identities.
When students’ environments support who they are, they can focus more fully on learning—and are more likely to stay motivated and succeed.
Align with students’ educational goals (goal fit). Ensure the learning environment supports students’ own goals. For instance, recognize that students may have independent and/or interdependent goals. Many institutions emphasize independence (e.g., “becoming a leader”), but some students—especially those belonging to certain groups like first-generation and working-class students—may prioritize interdependence (e.g., “contributing to my community”). To support goal fit:
Reflect on what types of goals your curriculum, advising, and policies uplift.
Solicit input from a diverse group of students to understand their aspirations—and where the institution may unintentionally send conflicting signals.
Be mindful of how disciplinary norms (e.g., in STEM) may align or conflict with students’ motivations.
When students feel their goals are supported, they are more likely to feel autonomous, stay engaged, and persist.
Ensure access to basic needs (resource fit). Belonging requires that students’ basic needs are met—this includes financial and food security, physical safety, and mental and physical health resources. To foster resource fit:
Gather comprehensive data on student needs in each domain.
Design inclusive physical spaces and activities that are accessible across the spectrum of ability.
Proactively connect students to resources—don’t wait for them to seek help.
When students are freed from worries about basic needs, they can devote their time and energy to schoolwork and participating fully in college life.
Foster interpersonal connection (social fit). Create opportunities for students to feel connected to instructors and peers. To enhance social fit:
Share messages of belonging that 1) normalize worries about fitting in, 2) assure students that with time, support, and strategic effort worries will fade, and 3) illustrate ways that students can engage with their environment to improve their sense of belonging. See here for a resource from EA on what makes belonging messages effective.
Build classroom cultures of identity safety where students from diverse backgrounds feel welcomed, valued, and respected. For example, establish and reinforce norms of respect and civility, especially when engaging with controversial or sensitive topics. Introduce these norms early and revisit them throughout the course. See here for EA’s guide to creating identity-safe classrooms.
Encourage connections in the classroom by including class activities specifically designed to help students get to know each other and build trust. See here for EA’s guide to fostering connectedness in the classroom.
Social connection is still a crucial part of belonging—when students feel accepted, valued, and included socially, they’re more likely to participate, learn, and thrive.
For more strategies to support student belonging, explore our recent report on assessing and expanding belonging opportunities, or visit EA’s Classroom Practices Library.
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