When students enter college, and at transitional moments throughout their college careers, they are asking themselves two questions: “do I belong here?” and “can I do it?” Students’ answers to these questions, which are deeply impacted by environmental and interpersonal cues, can determine how they face the challenges that arise and whether they reach out for support, which ultimately affects retention and academic achievement in college.

When students run into challenges, like struggling with course material, feeling intimidated by professors, or difficulty navigating college systems, students who are already questioning their place in college can interpret such experiences as a sign that they don’t belong or can’t succeed. Research shows that once students draw this conclusion, it can lead them to disengage academically and socially, negatively impacting academic performance and retention.

Fortunately, addressing these processes has been shown to boost academic engagement and reduce achievement gaps.   Research demonstrates that when learning environments are designed to promote social belonging and communicate that instructors have a growth mindset about intelligence (e.g. believe that intelligence can be developed), students are more likely to take advantage of campus resources to support their success, persist through challenges, and achieve at their full academic potential.

The SEP draws on this research on social belonging and learning mindsets to develop practical approaches that campuses can use to bolster student engagement, increase equity in academic outcomes, and support student success. These approaches address core aspects of the student experience that promote student belonging and support students’ growth and learning. Below, you can explore a few key research studies that inform the SEP’s approach.