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Belonging@UU – Diversity and inclusion beyond the numbers

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14 April 2022
Educational project

Belonging@UU – Diversity and inclusion beyond the numbers

A culture where everyone belongs, is valued and has the opportunity to develop through open, equal and inspiring education is recognized in the UU Strategic Plan 2020-2025. This UU-wide project contributes to diversity an inclusion goals of Utrecht University by (1) creating an interactive dashboard which presents – based on the Belonging@UU survey – levels of students’ sense of belonging both for the entire university and per faculty and (2) by designing practical tools and interventions to empower students or (3) that can be used by lecturers and programmes to foster students’ sense of belonging.

Background

Utrecht University and UMC Utrecht have committed to become more diverse and inclusive organisations. Therefore, important projects such as Diversity, Intake and Selection of Leoniek Wijngaards and Developing an Inclusive Curriculum of Jeroen Janssen have been initiated, bringing important steps towards diverse and inclusive education. However, several studies indicate that actions beyond the numbers and curriculum are also required to foster students’ sense of belonging. Therefore, this project on diversity and inclusion will add to previous projects and will go beyond the numbers and curriculum and will focus on the sense of belonging of students at Utrecht University.

In focus group meetings with students of UU, minority students report that their educational experience impacts their sense of belonging (publication in preparation). Interaction with both teachers and students is shown to be important for students’ sense of belonging (Freeman, 2007; Meeuwisse, 2010). This entails fostering students’ belonging within the classroom, in which interactions with fellow students and teachers are a main factor, as well as their sense of belonging to the university, which are inextricably linked.

Results of the project

The aim of this project is to gain insight in the sense of belonging of all our students and to work on an inclusive learning environment to foster our students’ sense of belonging at Utrecht University.

This project consists of 5 separate work packages (WP), which are described below:

Every two years, all students at Utrecht University are invited to complete the ‘Belonging@UU’ survey. This survey gathers insights into students’ experiences related to their sense of belonging, authenticity (being able to be oneself), discrimination, and social safety. The dashboard presents results all faculties and programs of Utrecht University.  

Findings from the 2022 survey reveal significant challenges for certain groups.  Students with disabilities, religious students,
and intersecting minority identities reported a notably lower sense of belonging and authenticity compared to their peers. The data also indicated a link between sense of belonging and authenticity and students’ self-reported academic performance. These insights underscore the importance of supporting the sense of belonging and authenticity, especially for students from underrepresented groups, to fostering students’
academic success and overall well-being (Verbree et al., 2025). 

You can find the dashboard through this link: https://dashboard.apps.dataim.nl/shiny/uubelonging/  

NEW@UU (New Empowerment Wholesome UU) is a blueprint for a one– or two-day pre-introductory empowerment program. All faculties and educational programs are encouraged to implement this program using the provided blueprint, which they can adapt as needed. 

Starting university can be an overwhelming experience. Many students may feel underprepared, anxious about academic expectations, unsure about making connections, or concerned about whether they will fit in. This empowerment programme addresses these common challenges and helps students build the confidence, knowledge and social capital they need to begin their studies with a strong foundation.  

For questions about the NEW@UU program, mail to
belonging@umcutrecht.nl.

Download the Blueprint here (ENG) 

Files

 

Download de blauwdruk hier (NL) 

Bijlagen

The classroom belonging intervention consists of a lesson plan designed to support first-year students in developing a sense of belonging at Utrecht University. It consists of a structured classroom session that includes:  

  • Video Testimonies: Senior students share personal experiences from their first year, highlighting challenges and the strategies they used to overcome them. 
  • Guided Reflection (student assignment):
    Students reflect individually
    and in groups on their stories shared, facilitated by a teacher, mentor, or tutor.     
  • Written Assignment: To conclude the session, students complete a reflective writing assignment. 
  • Optional Follow-Up: After six months, students may revisit their reflections to consider how their sense of belonging has evolved over time. 

 

The intervention encourages a growth mindset by normalising the challenges of transitioning to higher education and highlight how these can be overcome over time. It also provides inspiration and motivation to support students in navigating these challenges in their first year.  

Download materials belonging@UU: classroom intervention here

Download alle materialen van de belonging interventie in kleinschalig onderwijs hier

This video is for educational purposes only and cannot be made available on a public website. The video testimonials are available upon request via beloning@umcutrecht.nl.

This infosheet offers practical tips for creating an inclusive and supportive learning environment. It is designed to strengthen dialogue about students’ sense of belonging and includes guidance on how to build positive relationships with and among students. The infosheet is available for download and can be shared within your faculty. 

Supportive Classrooms@UU is a workshop for teachers. The workshop begins with a short introduction to the principles of pedagogical caring and its role in strengthening students’ sense of belonging. Pedagogical caring focuses on creating a supportive learning environment. It includes building positive connections, adapting to diverse learning needs, being responsive and supportive, and using inclusive language. After this theoretical introduction, participants work with practical cases to explore how they can create more supportive and caring classroom relationships. This workshop emphasizes mutual learning, where we rely on each other’s experience and expertise to learn together. By the end of the workshop, teachers will have developed a repertoire of pedagogical strategies to foster students’ belonging.  

Are you interested in this training? Contact us at belonging@umcutrecht.nl and we can provide the training for your teaching team.  

 If you want to facilitate the workshop yourself, you can download all materials here:

 

Literature:

  1. Hausmann, L. R. M., Schofield, J. W., & Woods, R. L. (2007). Sense of belonging as a predictor of intentions to persist among African American and White first-year college students. Research in Higher Education, 48(7), 803–839.
  2. Meeuwisse, M., Severiens, S. E., & Born, M. P. (2010). Learning environment, interaction, sense of belonging, and study success in ethnically diverse student groups. Research in Higher Education, 51(6), 528–545.
  3. Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270–290.
  4. Chen, J., & Zhou, G. (2019). Chinese international students’ sense of belonging in North American postsecondary institutions: A critical literature review. Brock Education Journal, 28(2), 48–63.
  5. Hagerty, B. M., Williams, R. A., Coyne, J. C., & Early, M. R. (1996). Sense of belonging and indicators of social and psychological functioning. Archives of Psychiatric Nursing, 10(4), 235–244.
  6. Marksteiner, T., Janke, S., & Dickhäuser, O. (2019). Effects of a brief psychological intervention on students’ sense of belonging and educational outcomes: The role of students’ migration and educational background. Journal of School Psychology, 75, 41–57.
  7. Verbree, A. R., van der Schaaf, M., Wijngaards-de Meij, L., & Dilaver, G. (2025). Students’ sense of belonging and authenticity in higher education. British Educational Research Journal, 51(3), 1097-1127. https://doi.org/10.1002/berj.4114

Inrichtershandleiding – eJournal

 

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