Yes . I think that is at the heart of belonging. Students can be included, represented and listened to, but ultimately they need to feel that they matter: that their presence, voice, identity and contribution genuinely make a difference to the community they are part of. #LTHEchat

Thanks everyone - contributors and organising team. Look forward to next weeks #lthechat!

Absolutely. Listening matters, but closing the loop is crucial. Students need to see that their voices can lead to action. I like the idea of intentional listening points across the student journey, creating an ongoing cycle of voice, response and change. #LTHEchat

Such a good point. Those smaller, shared experiences can transform relationships and create community. It is a shame if students only experience that toward the end of their degree; perhaps we need to design more opportunities for meaningful connection from the very beginning. #LTHEchat

Thanks for the great questions @ifawolowo.bsky.social and engaging discussion! #LTHEchat

I really like the thoughtfulness here. Intentionally creating opportunities for connection while recognising that connection looks different for different people. Offering alternatives means we are designing for belonging without prescribing how students must experience it. #LTHEchat

My colleague @nbridgeman.bsky.social uses a great interactive map activity #LTHEchat blog.shu.ac.uk/sotl/using-i...

A6 My friends had surnames M-P as we were grouped together alphabetically in labs. Lots of time to chat between Bunsen burning and pipetting. (I’m O’Mahony) #LTHEchat

See you all next week - same time, same place! #LTHEchat

Next week we will be joined by Colum Cronin, @columfromcork.bsky.social as we discuss student engagement. Colum’s blog post has the intriguing title, “Apathy or Architecture? The hidden curriculum of time and space”. See you then!

I like this. Belonging also needs time and space to develop organically. Not every connection has to be designed or assessed. Giving students freedom to study, socialise, explore interests or simply pause can create opportunities for community on their own terms. #LTHEchat

Absolutely. Moving beyond simply allowing people to be themselves to actively valuing and celebrating who they are is powerful. When authenticity is welcomed rather than merely tolerated, we create learning environments where everyone has a better chance to belong and thrive. #LTHEchat

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Thank you to @ifawolowo.bsky.social and to everyone who participated. #LTHEchat

Absolutely. Perhaps belonging is less about one big intervention and more about what we consistently do every day. Care, kindness, listening, and patience accumulate over time, building the trust that allows people to feel they genuinely belong. #LTHEchat

A6 Allow, value and celebrate people to be themselves across any interaction in an educational setting. That will benefit everyone and the long term too. #LTHEChat

I used to co-teach on a L6 Leadership and Teamwork module and that's exactly what we did. The student feedback was very positive! #LTHEchat

I love this. Such a simple practice, but it tells students: your culture, history, and experiences have a place in this classroom. It also creates opportunities for curiosity and connection across differences- belonging through learning about one another. #LTHEchat

A6 #LTHEChat

Orientation should start with connection, allow people to find friends based on interests and not just being on the same course.

A6 #LTHEChat

Build in time during the week to allow students freedom to choose what to do for an hour or two before returning to class. It might be study, it might be coffee, it might be clubs and societies