Given that ‘belonging’ is such a multifaceted concept in both Further Education (FE) and Higher Education (HE) and so deeply tied to wider successes, it is clear that “belonging is more than just a buzzword; it is a critical factor that affects students’ academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings”. (Allen et al., 2024) In these settings, students often encounter massive challenges such as transitioning into new cultural and academic environments, managing diverse identities, language barriers, and navigating the demands of new creative disciplines, trying to operate new systems. Beech (2022) highlights the challenges of being “surrounded by severe sustainability and economic challenges as well as conflicts which drive people apart around the world. With all of this as a backdrop, students entering university do so with considerable uncertainty both about the present and the future, and the same is true for staff – academic, professional, technical and support”. Not to mention the post pandemic teaching models of remote learning with flexible, blended and learning, where we continue to rethink traditional approaches to belonging within these online/offline spaces. However, “belonging is more than an institutional priority or vision in academic spaces; it involves the emotional and psychological connection students have with their educational environment” (Pedler et al., 2022), “which directly influences their academic outcomes, mental health, and overall wellbeing” (Allen & Kern, 2017). But that if we want to understand how to build belonging in our classrooms better we need; “to understand how university life and work are blended and dynamic over time. Belongingness, confidence and a sense of identity are not static but rise and fall over time and we need to recognise this in ourselves and be compassionate towards others. Compassion is, crucially, both about empathising and seeing the situation from the perspective of the other, and about taking action”. Beech (2022).
That is precisely what I wish to do. As an Associate Lecturer in Fine Art Painting (UAL), I have observed first-hand how feelings of belonging are influenced by larger institutional changes, particularly following a recent significant merger within our Foundation department. This restructuring has brought new challenges and operations, including reduced staff contracts, high student turnovers, and diminished contact hours, more tutees per tutor, less in person contact time, with greater online presence, all of this leading to the creation of an environment where both staff and students can more easily disconnected.
This emphasis on fostering ‘student belonging’ within my teaching practice has partially emerged from these observations, prompting my focus on addressing belonging as a cornerstone of my students educational experience in what might otherwise feel a little impersonal. But whilst “It is clear that a whole-institution, consistent strategic approach is needed. However, it is often at the level of the course or programme that students’ sense of belonging is most localised, and, unlike extracurricular activities, one in which we can assume that all students will engage. It is therefore at course level that a holistic approach to belonging can be best embedded” (Allen et al., 2024) I agree“Almost certainly the first step is getting to know your students and creating ways for them to make their voices and their stories heard, as well as exploring what belonging means in the context of a particular programme and institution”. (Allen et al., 2024). In is precisely this this is something I have the influence to orchestrate.
It is interesting to have the opportunity to question my current practice and invite considerations as to what the possibilities are for making incremental and local changes to students ‘belongingness’, and to understand the journey of individual students, cohorts, staff and institutions, and to make thoughtful choices about how we act towards each other. In the future what that may also look like collectively were collective efforts to be accelerated with cultural change.
Frequently throughout the year my students’ academic practice and pastoral needs will meet and intersect with belonging and social justice issues, mostly playing out within the language of their fine art practice work, this is often non-verbal. However these themes also emerge within our discussions in tutorials or group crits more verbally.
The initial tutorials we have in term one are designed specifically to intersect academic and pastoral needs, offering critical spaces for meaningful dialogue on students’ individual creative journeys, identity, and transitions that suits their context. I wonder how can I be effectively addressing my one-to-one pastoral and academic tutorials, specifically within the FE and HE contexts to create a space for student voices and stories more clearly. These initial tutorials with my tutees are now delivered online, having become increasingly critical spaces for fostering connection and inclusion, particularly for students navigating the complexities of creative education. The new online format during the FAD merger reiterates the need for a more personalized connection, and meaningful dialogue, yet as the absence of physical interaction can ironically amplify feelings of isolation. My aim is to address the gaps in exploring how these concepts can be effectively addressed in our discussions through personalized, student-centred approaches in the otherwise short one-to-one structured tutorials.
I am aware that in (FE) and (HE), the diverse backgrounds of our students require educators to balance the celebration of individuality with the creation of a cohesive community. HEPI (2022) highlights that excessive focus on identity differences can isolate students, advocating instead for prioritizing shared experiences and engagement with local and academic communities. In one-to-one tutorials, I believe that this can be achieved by exploring common themes such as how to deal with creative challenges, aspirations, and pathways, fostering a shared understanding that addresses but ultimately transcends individual differences, as Vytniorgu (2022) describes “ a sense of being part of something larger than oneself.” I want to make sure to emphasise this in the directing of my questioning within the ABAR Methods that I use.
Social Justice in One-to-One Tutorials
Social justice principles underpin the creation of equitable and inclusive educational environments. These principles are especially pertinent in one-to-one student tutorials, where the tutor-student relationship can address systemic barriers and provide that necessary tailored support. Blake et al. (2022) emphasizes that belonging must be integrated as an institutional goal to align individual tutorials with broader equity and inclusion efforts. Particularly where this is pastoral. Though this process can in effect also standardise the process and become formulaic and a means of passing the buck to other stakeholders and less personalisation.
In practice, fostering social justice in tutorials involves recognizing and addressing the unique challenges that can be faced by students from underrepresented or marginalized groups. Tutorials can provide an independent safe space for students to discuss how their identities intersect with their creative practices. By framing these discussions within the context of shared learning goals, tutors can help students feel both seen and supported. This approach is particularly important in the context of racial biases, neurodiversity, disability, caregivers or international students, who may for example face additional hurdles, including language barriers, cultural adjustments, and the complexities of living in urban settings like London for the first time.
The Role of One-to-One Tutorials in Fostering Belonging and ABAR Methods
One-to-one tutorials are uniquely positioned to enhance belonging by offering an approachable, personable, personalized approach to student support. In the online context, where non-verbal cues and informal interactions are limited, these sessions should create an environment where students feel valued as individuals while also connecting them to the broader academic community. As Blake et al. (2022) asserted, fostering belonging requires active student participation and autonomy in their learning.” Tutorials can facilitate this by encouraging students to take ownership of their learning and engage in reflective conversations about their goals and challenges.
In FE and HE, where students often experience periods of uncertainty and transition, tutorials serve as anchors of stability or goalposts. By fostering open communication and trust, these sessions can help students navigate their educational journeys with more confidence and direction with their particular needs in mind. Moreover, they provide an opportunity to address feelings of isolation that may arise from the pressures of academic and creative work, particularly in virtual settings. The integration of creative methodologies that I am using, such as 1 Photovoice, Metaphorical self-portraits and ‘Stuckness’ drawings can try to further enrich these discussions by inviting students to visually express their feelings about their educational experiences in a way that doesn’t rely purely on the verbal.
Critical Reflections on Belonging and Social Justice
Despite their potential, one-to-one tutorials are not without challenges. One persistent issue is the time constraints, often being 20 minutes in length before needing to wrap up, with fourteen other students to see a day, and to try to make this as un-formulaic and consistent as possible.
Another challenge lies in ensuring that the sense of belonging fostered in tutorials extends into the broader institutional environment. While one-to-one sessions provide a valuable foundation, belonging must be reinforced through institutional practices, peer relationships, and the overall curriculum. This requires a collaborative effort from educators, administrators, and students alike and is not always consistent, or communicated between staff.
Conclusions and Future Directions
Belonging and social justice are critical components of student success in FE and HE contexts. One-to-one tutorials, particularly in the online format, offer a powerful platform for addressing these issues by providing personalized support and fostering meaningful connections. However, their effectiveness depends on their alignment with broader institutional efforts to create inclusive and equitable learning environments. As my research progresses, I aim to further explore how these tutorials can bridge the gap between individual experiences and collective belonging, ensuring that all students feel valued heard, and supported in their educational journeys.
Bibliography
- Allen, K.-A., Slaten, C., Hong, S., Lan, M., Craig, H., May, F. & Counted, V. (2024). Belonging in Higher Education: A Twenty-Year Systematic Review. Monash University, Australia; University of Missouri-Columbia, United States of America; Sunway University, Malaysia; Parenting Research Centre, Australia; Regent University, United States of America. [PDF] Available at: file:///Users/rebeccaharper/Downloads/AllenGalley.pdf
- Allen, K.-A. & Kern, P. (2017). Enhancing Wellbeing and Community in Higher Education. London: Routledge.
- Blake, S., Capper, G., & Jackson, A. (2022). Building Belonging in Higher Education: Recommendations for developing an integrated institutional approach. Available at: https://wonkhe.com/wp-content/wonkhe-uploads/2022/10/Building-Belonging-October-2022.pdf
- HEPI. (2022). To encourage a sense of belonging among students, avoid excessive focus on identity differences and increase engagement with local communities. Available at: https://www.fenews.co.uk/education/to-encourage-a-sense-of-belonging-among-students-avoid-excessive-focus-on-identity-differences-and-increase-engagement-with-local-communities/
- Vytniorgu, R. (2022). Student Belonging and the Wider Context. HEPI Policy Note 39. Available at: https://www.hepi.ac.uk/2022/11/17/student-belonging-and-the-wider-context/
- Webster, H. (2022). Building Student Belonging. Advance HE. Available at: https://www.advance-he.ac.uk/news-and-views/building-student-belonging