Belonging Is a Strategy, Not a Vibe: 10 Tips from Real Instructors That Actually Work

[MarisaBluestone]

Ever walked into a room and felt like you missed the memo? Like everyone else had the secret playbook ... and you were stuck flipping through the table of contents?

For far too many students, that’s not a moment. It’s a semester.

At The What and Who of Edu, we asked educators across the country to share what they’re doing to help students feel seen, valued, and connected … especially those who might be unsure if they belong in college at all. The result? Ten classroom-tested strategies that help turn “me” spaces into “we” spaces.

🎧 Be sure to check out the full podcast episode — From Me to We: 10 Strategies to Build Belonging in Your Classroom on Apple or Spotify to hear all the tips straight from the instructors. Here’s a preview of what they shared.

1. Learn—and Use—their Names

Dr. Erika Martinez, Professor of Instruction in Economics at the University of South Florida, doesn’t just call roll, she learns every student’s name. Even in classes with 65 students.

“I learn all of my students’ names. I do that in a class of 18, and I'll do it up to when I have classes of 65 students. I learn all of their names within the first three weeks of the semester, and I use their names regularly.”

Why it works: Names are powerful. When a student hears theirs, it reinforces that they matter, and they’re more likely to show up, engage and persist.

2. Help Them Recognize Themselves in the Discipline

Instead of asking students to share basic bios, Dr. Christin Monroe, Assistant Chemistry Professor at Landmark College, reframes introductions in a way that supports her neurodivergent learners.

“One of the activities I like to start off with is having students choose a scientist they identify with, and they can identify with that scientist because of personal identities or scientific identities. Having them introduce themselves in that way to each other and to me can kind of help break down some barriers.”

Why it works: Students start to see themselves as part of the field and not outsiders looking in.

3. Representation in the Curriculum

Julie Moore, Senior Online Academic Advisor and First-Year Composition Instructor at Eastern University, makes it a point to integrate authors from a variety of backgrounds.

“... They're reading Authors of color. They're reading Amy Tan. They're reading Julia Alvarez. They're reading Frederick Douglass. They're reading Malcolm X...”

Why it works: Students can better engage when they feel represented. It tells them their experiences belong in the academic conversation.

4. Build Connection and Community … with Snacks

At Georgia State University’s Perimeter College, Jennifer Duncan creates optional, ungraded discussion threads full of quirky prompts like the “Be British” challenge.

“I will present really goofy challenges that ask the students to literally be there like be in the picture, be in the video”

When she did, a student posted a picture of him and his grandmother at a tea parlor. “He really showed himself to be a person in the classroom.”

Why it works: Shared experiences help create a shared identity. And biscuits (also known in the U.S. as cookies) can help.

5. Kick Off Online Courses with Video Blogs

Betsy Langness, Psychology Professor and Department Head at Jefferson Community & Technical College, knows online students can feel isolated. Her fix? Video blogs—and she always posts hers first.

“... they do a video blog, and on that I provide my own example for them. So they see me. They hear me talk about whatever the topic may be. And I think that helps create that connection, that okay. If our instructor can do it, then I can do it too.”

Why it works: Visual presence builds trust and community. Even in asynchronous spaces.

6. Celebrate the Little Wins

Dr. Margaret Holloway, Assistant Professor of English at Clark Atlanta University, sees belonging in the small stuff.

“making those more personable comments to them, and just knowing who they are being interested like, Hey, what are y'all doing this weekend, or are y'all going on, you know, to any events on campus or things like that, just, you know, making it seem like I'm just really interested in who they are as a scholar, not just someone in my class, but a part of our academic community at our university.”

Why it works: Affirmation builds confidence. And confident students stick around.

7. Get Their Boots Muddy

Dr. Jennifer Ripley Stueckle, Teaching Professor of Biology at West Virginia University, takes students into streams to teach younger kids about ecosystems. It’s not just science—it’s service.

“ … I'll have my students learn those concepts. And then we invite elementary and middle school students to go out to streams and rivers around the area, and I have my students teach them those concepts out in the field. 

Why it works: Real-world application creates real-world connection, and a deeper sense of purpose.

8. Let Students Write from Their Strengths

Adriana Bryant, English Instructor at Lone Star College–Kingwood, designs assignments that feel personal, relevant, and doable.

“I create a lot of assignments with different options to allow them to feel like their specific strengths, whether it's in artistic strength or music like there's so many different ways in which they can find something that is more appealing to them.”

Why it works: Students engage more when they see how the work reflects their identity and interests.

9. Build Teamwork That’s Built on Trust

Dr. Mike May, Math & Stats Coordinator at Saint Louis University, makes group work count.

“.. if they think of themselves as a team, where they're working with each other they're more likely, I find, to be concerned about letting another student down than they are about getting a bad grade.”

Why it works: Peer accountability builds community. No free rides  just shared wins.

10. Normalize Being Wrong

Amy Goodman, Senior Lecturer at Baylor University, wants students to stop fearing mistakes—especially in math.

“... at the beginning, just reminding students that some of the math concepts we tackle are heavy. They have a high cognitive load, but when you walked into this class you were admitted into Baylor University. In fact, you've been admitted into a STEM major at Baylor University. You have already proven to the world that you are a smart and capable individual."

She lets them know that they can be wrong without fear of being labeled as a failure. In fact, she encourages it. 

Why it works: When students stop equating mistakes with shame, they start to thrive.

🎧 Want to hear more?
Listen to the full episode — From Me to We: 10 Strategies to Build Belonging in Your Classroom on Apple or Spotify 

💬 Got your own classroom belonging strategy? Leave us a voicemail at (512) 765-4688, and you might just hear yourself in a future episode.