Social Engagement

Types of On-Campus Social Engagement

Social engagement is defined as the way students engage within their social environment. Relationships with the following groups can impact sense of belonging, wellbeing, and academic performance:

• Class peers
• Peer mentors
• Faculty
• Support staff
• Community members and organizations

Studies have shown the crucial nature of social engagement for students. Peer and mentor groups have shown to positively impact confidence, competence, and connectedness. Social engagement
may impact student retention and influence feelings of social competence among students.

Feelings of Belonging: Impact on Student Wellness and Experiences

Feelings of belonging and academic retention have a positive correlation in the post-secondary context. When students do not feel like they belong, they are less likely to continue post-secondary
education entirely or in a meaningful manner. Additionally, it has a positive effect on mental health, showing low likelihood of students experiencing stress, anxiety and depression when they feel like
they belong.

Feelings of belonging can be a subjective notion. It can exist strictly within social settings and the campus community, but also in how students feel within their program or their classroom.

The sense of belonging a student feels within their campus can be influenced by the following factors:

• Fitting in with their peers
• Their interactions with their professors
• Connections to particular staff or faculty (e.g., mentorship)
• Participation in school organized activities

Practices highlighted within literature that supports students in their sense of belonging are as follows:

Empathizing with the student is a key practice to aid in their feelings of belonging. Post-secondary institutions must create ways to routinely examine the course path that students take in their program
and inquire and recognize the barriers. If institutions reshape and restructure the first two years of post-secondary in terms of services and supports, students would be able to start off their higher
education journey feeling wanted and supported.

Time in the classroom can contribute to feelings of belonging by implementing collaborative activities such as small group discussions and problem-solving challenges. Other supportive mechanisms to
enhance feelings of belonging are connected to the type of communication between post-secondary institutions and students. The “Caring Campus ” program by The Institute of Evidence based change
(IEBC) in the US, has worked with over one hundred community colleges to expand the efforts of their community and advocate the need for students to feel welcomed. Initiatives like Caring Campus help create a sense of belonging for students by building community and providing a supportive academic environment.

Sometimes little things can make a difference in how a student views their learning environment for the next few years. The article “Redesigning the Early College Experience to Maximize Student Success” examines ways of making the higher education experience more practical and supportive for students. This article highlights simple methods, such as referring to office hours as ‘student hours,’ to help support students in connecting with their professor.