Building inclusive community 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.

Downloadable resource (slides)

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?

Reflective questions

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.

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.

The mature student retention project

Creating an inclusive community is essential to help all students feel as if they matter, while successful transition empowers a student to feel more confident in approaching their studies. The Mature Student Retention Project focuses on enabling this transition, with feelings of belonging at the heart of what we do.

Led by Nicola Browne and Tamlyn Ryan

What did we do?

The Mature Student Retention Project involves the implementation of various approaches, including Mature Student Induction events, a Student Buddying scheme, and weekly coffee drop-in sessions, aimed to improve the transition experience of mature students entering the University. The project successfully created a ‘Mature student community’ through the induction events, a Facebook group, the Mature Student Buddy scheme, a programme of events to encourage involvement in the mature student community and closer links with the Mature Students’ Association. As of Autumn 2021, 221 student buddies are in place supporting 441 students, and the student induction events have been developed further into the ‘Step Ahead’ programme which also supports other student groups.

Why did we do it?

In 2015, a series of focus groups found a real need for our mature students to feel a sense of belonging at the university, with one student stating “I just want to find someone like me”. This project therefore aims to improve the transition experience of mature students entering the university, and support mature students in developing a sense of belonging and identity early on in their studies. It also seeks to reduce the gap in the continuation rate at York for young and mature full-time UK first degree students to within six percentage points by 2021.

What did we find?

Approaches such as the Mature Students’ induction event have grown in popularity since the first Mature Students’ Induction Day in 2016 which was attended by 43 mature students. The same event in 2019 was attended by 101 students. After the 2019 event it was felt that students in other underrepresented groups would also benefit from attending an induction event and in 2020 the Step Ahead induction, for students in all widening participation groups, was introduced. In 2021, 110 mature students (and 157 students from other groups) attended Step Ahead. The vast majority of the mature students opted to attend the ‘mature’ cohort where the information was tailored for students who were starting university age 21 or over.

What did we learn?

The Induction event has since evolved into the Step Ahead induction programme which was held online in 2021 and was open to mature students and students from other groups. The Mature Student Buddy scheme has now evolved into the Student Buddying Scheme which all first year home students have access to. Aspects of the project have since been replicated and expanded to all marginalised student communities.

Reflections and recommendations

Recognise the importance of induction events and activities in the creation of student community and sense of belonging.
To what extent do you organise events for marginalised groups? For example, decolonising and diversifying induction/transition events.
Utilise your Departmental Community Coordinator (DCC) to make sure there is local-level transition and inductions.

To find out more get in touch with tamlyn.ryan@york.ac.uk or nicola.browne@york.ac.uk.