The Wizard of OT

The Power of Belonging in Occupational Therapy Education:Why It Matters and How to Cultivate It

2-26-25

Heather Miller Kuhaneck

What is Belonging?

A sense of belonging is the feeling of being accepted, valued, and included in a community. In higher education, it refers to students feeling connected to their academic institution, peers, and faculty. Research has demonstrated that belonging is not just a social or emotional experience; it directly influences learning, engagement, and overall well-being.

Why Foster Belonging in OT Education?

Belonging in occupational therapy (OT) education is particularly critical. OT programs prepare students for a profession centered on inclusion, client-centered care, and holistic well-being. If students themselves do not feel like they belong in their program, their learning and confidence can suffer, impacting their future effectiveness as practitioners.

1. Improved Academic and Professional Outcomes

Students who feel a sense of belonging perform better academically, are more likely to persist in their programs, and experience increased motivation. Brief interventions aimed at reinforcing belonging for minoritized students may lead to improved GPA.

2. Increased Retention and Reduced Burnout

Attrition is a challenge in rigorous programs like OT. Research indicates that students with a strong sense of belonging are more likely to persist in their studies. Belonging fosters resilience, helping students navigate academic and personal challenges more effectively.

3. Enhanced Mental Health and Well-Being

The transition to graduate OT programs can be stressful, and students who feel disconnected are at higher risk for anxiety and depression. Belonging serves as a protective factor, reducing feelings of isolation and stress.

4. Promoting Diversity, Equity, and Inclusion

A sense of belonging is particularly important for students from underrepresented or minoritized backgrounds. Systemic barriers can make minoritized students feel alienated in professional programs. Creating inclusives OT programs may foster diversity in our profession and will help all students thrive.

How to Cultivate Belonging in OT Education

1. Create Opportunities for Connection

• Mentorship programs: Pairing first-year students with upper-level peers or faculty mentors can help ease the transition into the program.
• Community-building activities: Icebreakers, student organizations, and social events can create informal spaces for connection.
• Cohort-based learning: Structuring courses to encourage collaboration rather than competition fosters peer support.

2. Inclusive and Supportive Teaching Strategies

• Normalize challenges: Educators should discuss common academic struggles and frame them as part of the learning process rather than personal failures.
• Flexible and student-centered learning: Offering diverse ways to engage with material (e.g., hands-on activities, case studies, or reflective discussions) helps all students feel included.
• Encourage student voice: Students should be invited to co-create aspects of their learning experience, from classroom discussions to curriculum feedback.

3. Address Structural Barriers to Belonging

• Diverse representation in curriculum and faculty: Students from all backgrounds need to see themselves reflected in their field. If this is not possible in the faculty of the institution, it must be created through readings, guest lectures, and cases.
• Targeted interventions for underrepresented students: Research suggests that interventions that affirm students’ sense of belonging—especially among minoritized groups—can have long-term positive effects.  Specifically research on WISE interventions for belonging have demonstrated positive results.
  • One “WISE intervention” for belonging is the “social-belonging intervention” developed by Walton and Cohen. In this intervention students, particularly those from underrepresented groups, generate a greater sense of belonging by addressing their worries about fitting in as both a typical and temporary experience. The intervention reframes negative interpretations of social cues, particularly when students might feel excluded. The intervention typically engages students with stories or messages from prior students, like themselves, who faced similar challenges but successfully navigated them. Specifically, the stories convey that feeling unsure about belonging is a typical experience, especially in new environments, and does not reflect a personal inadequacy. Journaling is often a part of these interventions. 
  • As an example, first-generation college students may read stories or messages, or see video clips from older first generation students who successfully navigated the program, emphasizing that initial worries about fitting in are common and temporary. 

Final Thoughts

Belonging is not just a “nice-to-have” in occupational therapy education—it is a fundamental driver of student success. As educators, fostering a sense of belonging is one of the most impactful ways we can support our students’ growth, well-being, and professional development. By creating inclusive, supportive learning environments, we empower the next generation of OT practitioners to do the same for their future clients.

---

References

Gopalan, M., & Brady, S. T. (2019). College students’ sense of belonging: A national perspective. Educational Researcher, 49(2), 134–137. https://doi.org/10.3102/0013189X19897622

Maghsoodi, A. H., Ruedas-Gracia, N., & Jiang, G. (2023). Measuring college belongingness: Structure and measurement of the sense of social fit scale. Journal of Counseling Psychology. https://dx.doi.org/10.1037/cou0000668

Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational success for all students. Routledge. https://www.researchgate.net/publication/328109869_College_Students’_Sense_of_Belonging 

Taff, S. D., & Clifton, M. (2022). Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators. Higher Education Studies, 12(3), 122-133.https://files.eric.ed.gov/fulltext/EJ1361268.pdf

Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447–1451. https://doi.org/10.1126/science.1198364 

Williams, J. S., Farrugia, M., & Bates, G. W. (n.d.). The initial development of the Higher Education Belonging Scale (HEBS). Refereed Paper. https://unistars.org/papers/STARS2018/03A.pdf 

WWC. (2022). Social belonging interventions—Intervention report. What Works Clearinghouse, U.S. Department of Education.

Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., … & Dweck, C. S. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341-E3348. https://doi.org/10.1073/pnas.1524360113 

Additional Resources

The Social Belonging Intervention https://studentexperienceproject.org/wp-content/uploads/2019/11/WaltonBrady2019.pdf
https://studentexperiencenetwork.org/wp-content/uploads/2021/03/Structures-for-Belonging.pdf