FIGURE 1: BELONGING IN DEI
Where Belonging sits at the heart of Diversity, Equity and Inclusion, according to (figure 1), students should the instution engages their full potential as an individual, innovation should be thriving and views, beliefs and values should be intergrated. Since 2021, the HEPI / Advance HE Student Academic Experience Survey has consistently asked students what contributes most to their sense of belonging at their institution. In the 2022 results, just under half (45%) of students reported feeling a sense of belonging, highlighting a significant concern. Even more striking is the finding that in November 2021, 46% of students reported feeling lonely “often or always” or “some of the time” on campus. This raises a critical question: What exactly does help students feel connected and engaged on campus? Despite the COVID-19 pandemic impacting students’ social experiences and wellbeing, the concept of “belonging” remains elusive. How can we define it, measure it, and most importantly, cultivate it in meaningful ways?
FIGURE 2: AREAS FOR BELONGING AT UNIVERSITY
The start of a foundation course is often a major transition for many students. This transition can be particularly challenging for students who are marginalized due to factors such as race, religion, gender, caretaking responsibilities, or disability. For students living away from home for the first time, or those navigating a new or unfamiliar environment, the emotional and practical challenges can be overwhelming. Many of the students I encounter on the Foundation course experience significant changes and difficulties, including mental health challenges, loneliness, homesickness, isolation, and confusion—particularly in the first term. This period of adjustment is crucial to shaping their academic experience and sense of belonging.
UAL’s Foundation course has undergone a major merger this year, resulting in significant shifts in structure, environment, and staffing. The reduction of staff contract hours, reductions in student-facing teaching, reduced contact time, and larger class sizes, more tutees per tutor, all contribute to a rapidly changing landscape. Additionally, the shift to fully online tutorials and assessments has led to the loss of in-person interactions, which are often students’ first meaningful connections with their tutors. In an environment where personal connection and early support are so important, this change presents a challenge. How can we ensure that UAL’s social purpose ideals—such as promoting diversity, inclusion, and a sense of belonging—are genuinely enacted on the ground? This question is particularly urgent as we navigate the complexities of today’s diverse higher education landscape, where pastoral care and academic support are increasingly intertwined.
In this context, belonging is not just a buzzword or a nice-to-have concept—it’s directly linked to emotional wellbeing, motivation, and academic achievement. A wide-ranging study by Pearson and Wonkhe, in their Student Futures Manifesto, emphasized that the university experience in the UK has always been about much more than academic lectures and exams; it’s about being part of a community, forming friendships, discovering new things about oneself, and exploring new places. This view suggests that belonging to a university is about more than world-class academia, employability skills, and social capital. It’s about building a deep sense of connection and engagement with the institution, its staff, and fellow students. This process requires a broader, more integrated approach—one that actively supports students’ wellbeing and fosters a sense of belonging both within the institution and in the wider community.
Belonging means different things to different students, but universally, it provides a sense of security, comfort, community, emotional safety, and authenticity. It enables students to feel accepted, valued, and supported, which is essential for their emotional wellbeing and academic success. For students in the Foundation Art and Design course, belonging is particularly critical, as it allows them to engage fully with the intellectual and creative risks inherent in their studies. The first few weeks of a foundation course are critical for establishing trust and rapport between tutors and students, and for fostering a safe and supportive environment in which students feel encouraged to explore and take risks in their practice.
Research by R. Vytniorgu (2022) examines how higher education institutions can build belonging. The study identifies key factors that significantly influence a student’s sense of belonging, including academic departments, childcare, wellbeing services, and equality, diversity, and inclusion (EDI) initiatives. These factors can be leveraged to create a pro-belonging culture within an institution. Chun et al. (2016) also emphasize that belonging is intrinsically linked to emotional wellbeing, motivation, and academic achievement. For students in creative disciplines such as fine art and design, the need for belonging is even more pronounced, as it enables them to engage deeply in their creative work and take risks in their practice.
In tutorials, belonging takes on a relational dimension. Tutorials are often the first point of contact between students and tutors, and they provide a critical opportunity to build rapport, trust, and a sense of connection. According to Hagerty et al. (1992), belonging is the experience of being personally involved in a system or environment in such a way that individuals feel themselves to be an integral part of it. Tutorials, when designed intentionally, can provide exactly this type of involvement, helping students feel like valued members of their academic community. Strayhorn (2019) underscores the importance of belonging, particularly when students find themselves in unfamiliar or vulnerable contexts—such as the start of a new course or a new academic year—situations that many of our Foundation students face.
Ultimately, fostering belonging is not just about creating a supportive environment, but about encouraging students to engage, take creative risks, and thrive. When students feel valued, accepted, and connected, they are more likely to take risks in their practice, leading to greater creative and academic achievements. This is especially important in the context of higher education, where success often depends on students’ willingness to experiment, push boundaries, and explore new ideas.
Through my Action Research project, I aim to explore how structured yet flexible tutorials—rooted in empathy, reflection, and co-creation—can effectively foster a sense of belonging from day one in the Foundation Art and Design course. By integrating elements of personal reflection, creative exploration, and student-led dialogue, these tutorials have the potential to provide a safe and supportive space for students to engage with both their academic work and their personal development. Through this project, I hope to demonstrate how intentional tutorial design can have a lasting impact on students’ sense of belonging, confidence, and academic success in the Foundation Art and Design course.