Students Spoke. We Should Listen.

[MarisaBluestone]

College students are constantly sending signals about what’s working, and what’s not, in their learning experiences. Sometimes those signals are subtle, like a student withdrawing quietly from class participation. Other times they’re loud and clear. But too often, it’s easy to treat those signals as noise instead of data.

At Macmillan Learning, we set out to listen more closely and learn more about those signals. With support from the Bill & Melinda Gates Foundation, we launched a multi-semester study focused on two essential—but often underexamined—aspects of learning metacognition (how they reflect on their learning habits and strategies) and sense of belonging (how connected they feel to their peers, instructors, and institution). 

We partnered with 29 instructors (11 biology and 18 psychology) across 29 institutions and 42 course sections in Fall 2023. Together, we explored what happens when digital tools are used to foster reflection and connection, and what students are willing to share when given the space.

Would they participate in weekly reflections, shared classroom experiences and peer-to-peer discussions? And even then, would it make a difference?

Turns out: yes. And yes. Here’s what they said.

“It really has helped me feel more connected to the people in my class.”

We learned from students that connection matters more than icebreakers. Across in-person and virtual classrooms, students described the power of simply feeling like they weren’t alone. Sharing experiences, learning about each other’s habits, and seeing common struggles helped students build confidence and community.

One student explained, “Once you read about other students, you see who you have things in common with... that can play a factor into y’all building a friendship or even having the courage to talk to them.”

In online classes especially, this kind of connection can be hard to find. But when students saw their peers reflected back at them, even in small ways, it made a difference. “It really has helped me feel more connected to the people in my class.”

This wasn’t just about social comfort. The sense of being seen helped students speak up, ask questions, and participate more. As one student shared, “It definitely encouraged me to raise my hand. I noticed that when I first started… a lot of people started doing it afterwards.”

In fact, students who regularly reflected and engaged with their peers saw up to a 10-point lift in course grades compared to those who didn’t, showing that small moments of connection can drive meaningful academic gains.

According to Guido Gatti, Senior Quantitative Research Analyst at Macmillan Learning, “There is a real academic impact from consistent interventions targeting student belongingness. The key is to get the whole class involved on a regular basis, then engagement improves, scores go up and student retention gets better.  

“It helped me to be more mindful of myself.”

That’s what one student told us about metacognitive reflection. And they weren’t alone. Every week, students were asked to pause and take stock: what’s working? What’s not? What might I try differently next time? These moments of structured self-reflection helped students to see learning not as something that happened to them, but something they could shape.

For some, it was the first time they’d been asked to reflect in this way. One instructor that participated in the study noted, “Sometimes they don't even think about how they feel and this leads to frustration. Exposing students to asking those questions of themselves is a great way for them to address certain issues before they become so large that they affect their schoolwork.”

Reflection also fostered connection. Students began to understand not just what they were doing, but why. As one student put it, “Getting to know how all my peers are approaching problems and their new college life has really helped me fit in and understand things since I'm a new college student.”

They didn’t just reflect, they also borrowed. Study tips, time management strategies, different ways of approaching assignments were all swapped freely. Hearing how others handled challenges made it easier to try something new, especially for students just starting out or returning after time away.

“It doesn’t take Socrates to see that going through the motions in your classes is not going to help students reach their potential. Real growth requires intentional effort. Sticking with the same strategies and hoping for better outcomes rarely works. Progress starts by stepping back, thinking critically about what’s working and what isn’t, and committing to a realistic plan that they’re willing to take seriously,” Gatti said.

“What I have to say matters. It feels like I get to have a voice.”

Belonging isn’t a bonus, it’s foundational. The study confirmed what many educators know instinctively: when students feel like they belong, they engage more deeply and perform better. While not all gaps were closed, the study showed meaningful progress when classrooms prioritized connection and reflection. But this isn’t just about outcomes, it’s also about culture. 

Students noticed when instructors listened. One student shared how their professor responded to class feedback by restructuring group time. “She told us that the overall results weren't exactly where she wanted them… and if she feels like it's not going the right way, then she'll just put us in groups… so that you can be more familiar with your classmates and peers.”

Another student described the difference it made when their experience was acknowledged, “That class specifically is the only class where I have a group of friends. And I guess you could say there's a larger feeling of belonging in that class.”

“When all students feel they can contribute, and their contribution matters, now you have something bigger than a collection of individuals; engagement and learning can become contagious,” Gatti said. 

“It was reassuring… like, I’m not the only one who feels this way.”

Normalizing struggle builds resilience. One of the most powerful effects of peer-shared experiences was helping students feel less alone in their academic doubts. Mentor stories and classroom discussions allowed students to see that frustration, confusion, and fear weren’t signs of failure; rather that they were normal parts of learning.

One student noted, “I am still scared to raise my hand or talk in front of people in my classes, but I think there was one video where a student mentions, ‘Everybody feels scared when they come to college.’ That video was extremely creative, at least to me.”

In these moments, vulnerability became strength. Seeing peers reflect on and work through challenges helped students do the same. Belonging doesn’t come from perfection, it comes from knowing you’re not the only one navigating through college.

What students told us, and what we do next

The feedback students shared throughout this study went far beyond opinions or preferences. It was a window into what helps them feel more confident, more connected, and more in control of their learning. It confirmed that belonging and reflection aren’t extras, they’re essential.

Students told us that being seen and heard changes how they engage. So does having the space to pause, reflect, and rethink their learning strategies. And while digital tools can’t replace good teaching, they can help create the conditions where connection and confidence grow.

“The weekly feedback we received from students was more than survey data, it was insight into what truly matters to them,” Gatti said. "They reminded us that belonging isn’t something students bring with them, it’s something we help build. And most importantly, they reminded us that teaching is about more than delivering content. It’s about creating conditions for students to thrive.”

When students are invited to share their experiences, they do. And what they say can reshape how we think about learning, if we’re willing to listen.

Speaking of listening ... be sure to check out  "Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition"  and "Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teachi..." on recent episodes of The What & Who of EDU to learn even more about the results from our work with the Bill & Melinda Gates Foundation.

Or for a quick take, check out "10 Things You Should Know About Evidence-Based Teaching (Some Will Surprise You)" and "From Soft Skills to Strong Gains: 6 Practical Tips from Research on Belonging & Metacognition." on our Learning Stories blog.