Accessibility statement

Building inclusive communities and belonging

Building learning communities which help students to feel a sense of belonging is at the heart of inclusive practice. Inclusive learning communities recognise and celebrate the diversity of identities that are present within them, actively creating and promoting initiatives, practices and processes that create a sense of belonging for everyone, throughout the student journey.

You may also want to check out our reflective questions on building inclusive communities and belonging. These reflective questions have been produced by Inclusive-Learning@York, working closely with student interns, to support University of York staff to explore, discuss and reflect on inclusive practices in their teaching, learning and assessment.

Practical guidance

A sense of belonging is important to both help support students’ wellbeing as well as their satisfaction and engagement with their higher education experience. A sense of belonging can boost motivation to learn and embrace different communities, opportunities and spaces within higher education, which can lead to increased engagement and personal and academic success.

Inclusive practice also recognises the importance of a compassionate approach to curriculum design and learning and teaching, recognising that where care, interpersonal support and an inclusive ethos are demonstrated, a sense of belonging can be nurtured and developed.

  • Consider ways in which inclusive learning communities can be developed in your department. How can these be made inclusive of and accessible to a diverse range of students? Are there opportunities during induction and transition processes to support students to develop a sense of belonging, paying particular attention to students who may be under-represented in higher education?

  • Consider the opportunities students in your department have to engage in and benefit from peer support with their learning. For example, are there opportunities for students to engage in peer-assisted learning (PAL)? Do you have mentoring programmes or buddying schemes in place in your department, could these be developed or can you signpost students to them?

  • How can you encourage inclusive group work and collaboration between students in your learning and teaching sessions?

  • Consider ways in which curriculum design and learning and teaching may be developed using a ‘compassionate’ approach. For example, to what extent is student wellbeing considered in assessment design, including the timing of assessments? Are there other resources and processes in place in your department to support the wellbeing of students?

  • Consider ways in which students are signposted to student support services, both within the department and within the wider university community. Can this signposting be enhanced through personal supervision and through peer support and inclusive learning community networks?

  • Consider ways in which students are signposted to academic skills guidance and support, as well as other inclusive learning initiatives? Are there opportunities to enhance this signposting using peer support and inclusive learning community networks?

Case studies of good practice

These case studies of good practice reflect several pieces of work taking place across the University which promote and teach important lessons about inclusive teaching and learning practice.

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Additional resources