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

A3 I think small acts can have a lot of impact eg helping students connect with each other, broadening whose voice is reflected in readings/resources, encouraging and supporting student voice and choice. It’s part of creating the learning environment #LTHEchat

A4 Lots of responsibility as educators to create belonging, but only if the system allows staff belonging. Allowing our students to express their true self during teaching, allowing them to bring their experiences in, offering a choice of engagement. #LTHEChat

A3 #LTHEChat Significant responsibility.

Again not to do belonging to students, but to help create the conditions/foster an atmosphere where belonging can happen

A2 #LTHEchat Being able to perceive the value and impact of your voice in the room: not only feeling heard, but understanding your input as a contributing part of the journey. Feeling that your experiences and contribution hold meaning in the context of both your discipline and cohort.

Also where your voice matters and you are listened to and feel you can be yourself. #LTHEchat

Yes, the opposite to modern academia, especially in the UK, where you have to keep proving yourself. Where gatekeeping is on the rise, as is division and othering people not like you. #LTHEChat

I love this, Yaz. When you say ‘finished a paper..’, have you written it or read it? Could you share a link if available, please? #LTHEchat

A2 #LTHEChat Inclusion is something that is done by others to you. For me it is consideration, someone takes you and your needs into account.

You cannot do belonging *to* someone. It is a personal choice/decision to belong or not to belong. It can be influenced of course

This really resonates. Presence alone is not belonging. Voice, advocacy, opportunity and relationships matter. And your final point matters—if genuine belonging remains rare for some groups, we need to ask what our institutions are doing to change that. #LTHEchat

Spaces where design encompasses not just students but staff themselves. There is no one definitive vision, and it may differ depending on the institution, but without that understanding, belonging may be felt unevenly, fleetingly or never at all. #LTHEChat

That idea of an invitation really resonates. Removing barriers may create access, but belonging asks us to go further — to actively show people that they are wanted, valued and that their presence enriches the space. #LTHEchat

Q3 - How much responsibility do educators have for creating belonging and what can we actually do through our everyday teaching?

Reply with A3 #LTHEChat and your response @ifawolowo.bsky.social

Absolutely. I love the idea that belonging requires neither permission nor invitation. It is about knowing your presence and contribution are valued, not feeling like you have to keep proving you belong. #LTHEchat

A1 - in my current workplace. The warm welcome, the enthusiasm for my work and recognition. It all helps with creating that sense of belonging. #LTHEchat

I really like this distinction. Inclusion can give you a seat at the table, but belonging is about feeling that who you are matters once you are there. It is relational — being known, valued and able to bring your whole self into the space. #LTHEchat

A2 Inclusion is about being invited in and belonging is about feeling accepted, valued, and recognised as a member of the community. #LTHEchat