Supporting students' sense of community and belonging
A student’s sense of belonging is strongly correlated with the ability to learn. The feeling of belonging produces feelings of empowerment, motivation and agency. Similarly, feelings of exclusion or marginalization hinder learning.
Measures to support student participation includes:
- Clear communication on objectives and supporting actions such as learning strategies and assessment
- Informing about support and feedback opportunities both at the beginning of the course and during the course
- Choices of teaching methods that also support student interaction and learning and student participation in the production of course content
- Creating a safe working environment and agreeing on common practices
- Involving the student in these policies and processes
The teacher can promote community and inclusion in the course in many different ways, some of which are listed in the table below as well as in the guide produced by Nyyti. The student can also contribute to the emergence of community and inclusion in the group.
For some of us, it is important to belong to some permanent communities, such as the class of the degree program. For others, awareness of a community or experience that a community exists is enough for a sense of community. A sense of community doesn’t always show up as an activity, but it’s important to communicate that everyone has the opportunity to become part of the community. On the other hand, communality can also be considered as mandatory. In this case, it is important that the individual sees the significance of their own activities and involvement and is empowered and motivated by the activities of the community.
Promoting inclusion
In student course feedback, participation emerges as a central theme that strengthens the experience of inclusiveness. Engagement, meaning the active involvement of students in interactions within the courses, enables students to belong to the teaching group and to express their own views. The role of the teacher as an encourager and enabler of participation is decisive: by encouraging students to engage in discussions and ask questions, the teacher enhances students' experience of meaningful presence and inclusion.
- Caring and student-centered encouragement: Encourage participation and discussion without pressure, ensuring that students feel comfortable.
- Active and positive role: The teacher's encouraging attitude in discussions, questions, and the expression of views promotes students' experience of meaningful presence and inclusion.
- Ensuring that students are truly heard: Teachers should take into account students' opinions and perspectives and integrate them into the course methods and practices.
- Acknowledging feedback and making concrete changes: Students appreciate feedback that leads to concrete changes in the course, which reinforces their sense of importance and influence.
- Varied participation opportunities: Provide multiple ways to participate, such as small group discussions, anonymous surveys, and digital platforms, so that as many students as possible can have their voices heard.
- Opportunities for low-threshold participation: Different ways of participating also enable introverted students to engage and enhance their sense of inclusion.
Providing support
Based on students’ experiences, the provision of support is strongly linked to perceptions of inclusivity. In particular, the support provided by teachers is seen as a significant factor influencing how students feel about their sense of belonging to the community and how their individual needs are addressed. This support encompasses students’ experiences of clarity in instructions and practices, teacher accessibility and care, and equitable feedback. As a result of this support, students feel valued, understood, and included, which further enhances their experiences of inclusivity.
- Clear instructions and practices: Reduce students' uncertainty and enhance their sense of appreciation and inclusion
- Clear communication: The methods for course completion and assessment, as well as the schedules, should be communicated consistently and proactively
- Principles of a Safer Space: Clearly communicated practices and discussions about inclusivity create an equitable participation environment
- Accessibility / availability: A teacher's ability to be accessible and provide assistance as needed, creates a safe learning environment
- Genuine caring: The kindness and respectful attitude valued by students foster a pleasant and motivating atmosphere in the course.
- Willingness to help: The teacher’s readiness to answer questions and assist students enhances experiences of inclusivity.
- Honest and equitable feedback: Reduces uncertainty and supports students in achieving their goals
- Anonymous assessment: Utilizing anonymous assessment enhances students' perception of fairness and objectivity in evaluations
- Peer Feedback: Enables participation in others' learning processes and fosters a sense of community and inclusivity
Course accessibility
Students describe various factors related to course accessibility as significant means of fostering experiences of inclusivity. These include the accessibility of technologies and spaces, the accessibility of course language, and hybrid participation opportunities. These elements help create more equitable conditions for participation, regardless of a student’s background, life situation, or physical or cognitive abilities.
- Clearly organized course platforms: Easy access to materials and centralized course information on a single platform
- Accessible learning spaces: Appropriate and spacious areas that support concentration and a sense of comfort
- Functional and User-Friendly Technology: Smooth usage of digital tools such as microphones, chat functions, and links promotes accessibility.
- Inclusive language use: Consistent use of language, particularly English for international students, promotes equality
- Language flexibility: The ability to complete the course in one's native language or submit assignments in different languages supports the recognition of diverse linguistic backgrounds
- Multilingual Materials: Availability of learning materials in multiple languages reinforces a sense of appreciation and support
- Flexible participation model: The option to choose between remote and in-person instruction increases participation alternatives for various life situations.
- Equal engagement: Ensure that both in-person and remote participants feel equally engaged in the course interactions.
Taking diversity into account
Considering diversity can, based on students' responses, promote experiences of inclusivity. Students particularly value the acknowledgment of diversity in performance methods and assessments, diverse representation in teaching and content, and inclusive language usage in courses. These factors enhance students' perception that their diversity is recognized and appreciated in course communication and interaction.
Through these practices, educators can foster students' experiences of inclusivity and ensure that sensitivity to diversity supports the participation and equality of all students.
- Flexible methods: Provide various ways to complete the course, such as presentations, written assignments, learning journals, and exams, so that students can choose the option that best suits their way of demonstrating their knowledge
- Individuality in assessment: Allow students to set their own goals and work towards them without comparison to others, supporting personal development and a sense of fairness.
- Diverse teaching materials: Include content in courses that address various cultures, genders, gender identities and life situations, as well as diverse educators in your courses.
- International and diverse perspectives: Richer discussions and a broader learning experience arise from considering the viewpoints of students from different backgrounds and countries.
- Sensitive approaches: Avoid stereotyping and repetitive examples to ensure that the treatment of diversity promotes inclusivity.
- Sensitive and considered language use: Ensure that teaching and the language used in materials avoid stereotypes and expressions that may reinforce prejudices or weaken the position of certain groups of people.
- Appreciating students: Inclusive and accepting language use supports students' feeling that they belong and are valued in the course.
- Avoiding discrimination: Review examples and teaching messages carefully to ensure they do not inadvertently reinforce discriminatory structures or cause feelings of exclusion.
Material for support
Agreeing on guidelines for inclusive interaction in the course
Inclusive teaching practices are inseparable from high quality teaching practices, so inclusive teaching affects all aspects of a course and learning experience. Â
Digivisio´s online course, produced in 2023
Interaction and flow in teaching - What is compassion pedagogy all about?
As a teacher, are you ever frustrated and annoyed when students do not master the basic knowledge of the field you teach and the basic study skills? When they lack motivation? It's frustrating and annoying, but what could be done? As one way, you could change your own thinking with the help of compassion pedagogy. Compassion pedagogics can also help in building flow in a teaching situation.
EDI learning hub
Practical tips for fostering equality, diversity and inclusion.
Teacher’s Handbook
A landing page for teachers to help them find information, services, and support related to teaching and learning.
Aaltogether
Information, training and services to help us in building a community where everyone belongs.
A sense of community can also be supported outside the course. In many cases, loose-knit, low-threshold communities act as a factor in increasing a sense of community while increasing wellbeing in the communities. In university communities, this can be, for example, a curriculum development group, an academic guidance group or a leisure group in which everyone who is interested is welcome to participate in a multi-voiced, skilled and multi-faceted way. In addition to supporting wellbeing, the group acts as an empowerment and support agent.