The relationship between belonging and engagement was further explored in a survey study by Yust et al. (3). In previous research studies, belonging has been linked to achievement, motivation, engagement, and class enjoyment. This article focused on introductory psychology courses, as entry-level classes are important as a means to explore possible majors and even future career paths. Study 1 results revealed that the more students felt engaged and experienced a sense of belonging, the higher their course grade and the more likely they were to engage in research. In addition, students felt more engaged when they reported high course enjoyment and had good connections with their peers. This not only implies that belonging can have an impact in classroom enjoyment, but also an enjoyment of the field in which students are interested. Belonging can inspire students to push themselves further and persevere through challenges.
TIPS FOR THE CLASSROOM
Considering these and other research studies supporting the relationship between course engagement and belonging (and ultimately academic performance), it is important to ensure that students feel like they have a valued place in the classroom. Here are some tips, many from James Lang’s Small Teaching (2), for all grade levels (K-12 to graduate school), that teachers can utilize to enhance belonging in the classroom:
(1) Make Space
If you notice that a student has not spoken much or at all in class, it can help to call on them and ask if they have anything to add. To give students more time to think, you can also give them a few minutes to write their response down to a question for a few minutes, then ask for volunteers. Also, wait until at least three hands are raised before calling on someone.
(2) Use Names
When calling on students or referencing something that a student said, use names and encourage other students to do the same. At the beginning of the semester, play a name-game, having each student take turns saying classmates’ names, perhaps with a simple mnemonic such as a descriptor that starts with the same first letter (e.g., Generous Ginny). Another way to use names is to do the Popcorn technique, or allowing each student to call on a classmate after reading aloud or providing an answer to a question.
(3) Group Activities
The research by Yust et al. (3) suggested that there may be a relationship between engagement and good relationships with peers. To encourage relationships or classroom bonds, try using group activities. This can include asking a question and having students pair up to discuss or designing group projects around a specific problem that students can work together to develop a solution to. For example, in my Cognitive Psychology seminar, we had a group project focused on creating a research project on a topic related to the class.
(4) Have Accessible Office Hours
Make sure that your office hours are listed on your syllabus, and ensure that you specify that students are welcome to come if they need you, or even to chat about the course. Just listing your office hours may not be enough and sometimes students need to be reassured that they are wanted during these hours. If a student needs help and knows that they can come to you, this can make them feel like you value not only their learning, but them as a person.
(5) Use Virtual Engagement Activities
Activities such as Kahoot or Mentimeter can help shy or quiet students become more comfortable with participating. Using these activities became popular during the pandemic and it demonstrated a new way to hear everyone in class, even those who do not like to speak up during discussions. It shows that you not only value and want to hear everyone’s thoughts, but it can also be a nice starting point for discussions.
(6) Create Rules
At the beginning of your first discussion together, have students come together to make rules for the classroom focused on respect. Referring back to strategy # 3 above, this is also a way for students to work together and create bonds. If you want, you can have students make their own rules in smaller groups and come together as a larger group to form classroom rules. Make sure to return to these rules frequently during class discussions.
(7) Take Time In Class to Express Interest
You can create a sense of belonging in students by taking an interest in what they do outside of class, or even by wanting to know how their day has gone thus far (yes, you can use this technique even if it’s early!). Take a few minutes at the beginning or end of class to ask students to share something good or important that has happened during the week, or something they are looking forward to.
(8) Sit in a Circle
If possible, have students sit facing each other. The easier way to do this is to have students sit in a circle or a horseshoe. Students seeing each others’ faces, combined with using each others’ names, can create a strong sense of community. And don’t hesitate to change up the seating arrangement and style, both for variety and to support students getting to know all of their classmates (not just the ones nearby).
The techniques that I mentioned above are some that have been used by my professors and focus on understanding and connecting with students. As someone who has difficulty speaking up in class, I also appreciate it when my professors ask me for my input. I feel less nervous when I’m asked directly for a contribution, versus when I have to make the decision to raise my hand or step in myself. I also appreciate when my professor implements other participation activities such as using digital tools to allow students to respond or test their knowledge without overly speaking to the group. These techniques can benefit all students, regardless of their initial level of reticence or confidence. So, knowing that engagement and learning can stem from students feeling they have a valued place in your classroom, make sure they feel like they belong. Not only with each other, but with you.
