I like this distinction, particularly the idea of belonging reducing the friction and anxiety of simply being in a space. Inclusion can open the door, but belonging is when you no longer have to question whether you are meant to be there. #LTHEchat

Yes! Being heard is important, but belonging goes further. It is seeing that your voice actually matters and can shape the learning community. That sense of contribution and shared ownership can be incredibly powerful. #LTHEchat

Yes and staff and student interacting together in work and social environments to create a learning organisation, a purpose of higher education. This is good education, but it's good business and might get us out of this hole we are in, as a sector. #LTHEChat

Absolutely. A name may seem like a small thing, but it communicates something powerful: “I see you.” We may not learn every name immediately, especially in large groups, but making the effort itself can help turn a classroom from an anonymous space into a community. #LTHEchat

Yes! I like the idea of intentionally designing for belonging rather than leaving it to chance. Creating different ways for students to contribute, reflect and bring their own experiences into learning can make participation feel genuinely open to everyone. #LTHEchat

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Because ultimately it impacts our identity and self-efficacy as educators to have that contact with students.

#lthechat

A3 Considering Kahu's framework on student engagement, belonging is one of the fundamental influences on this: studentsuccessjournal.org/index.php/st...

I've been reading so much about student engagement and what that means, beyond just turning up/ showing up online.

#lthechat

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Q4 - Can students truly belong if they rarely see themselves, their histories, cultures or ways of knowing reflected in the curriculum?

Reply with A4 #LTHEChat and your response @ifawolowo.bsky.social

Such an important point. Staff belonging matters too. It is difficult to create spaces of belonging for students if educators themselves feel unseen or constrained. Belonging has to be part of the whole institutional culture, not just something we expect individual educators to deliver. #LTHEchat

A3-educators do have a responsibility; if they are unaware of how to do this for students, support should be provided, as is the case with belonging among faculty. What can we do? Changes to the curriculum: inclusivity; cases; active learning approaches; flexibility in assessment. #LTHEChat

A3 - also, we have a significant responsibility in developing belonging! #LTHEchat

A3 Educators cannot create belonging directly, but they can create environments in which belonging is more likely to emerge. They can demonstrate simple acts of recognising others by learning and using names, acknowleding students' experiences, remembering their interests or aspirations. #LTHEchat

Absolutely. I often think belonging is built in these small, everyday moments. Who we include in the curriculum, whose voices we value, how we connect students and whether they have genuine choice all send powerful messages about who belongs. #LTHEchat

A3 #LTHEchat A good amount. Where you run the room and hold responsibility for the course, ensuring that belonging is considered is on you. Universal Design for Learning supports some aspects (everyone has a way to contribute); inviting smash group personal response and learning reflection can help.

Absolutely 100%. #LTHEchat

A3 - something as simple as learning students’ names. In a recent workshop, I heard colleagues mention numerous times that they don’t know (and can’t learn) all students’ names in large teaching groups. I argue that you can learn many names if you try. #LTHEchat

Yes, that distinction is so important. We cannot manufacture belonging for students, but we can create the conditions for it to flourish: learning their names, listening, valuing their experiences, creating space for their voices and ensuring they feel seen. #LTHEchat