By: Iliana Gallego

“The first year was a bit tougher when it came to feeling like I belonged. The classes were large, and I wasn’t connecting with my peers or professors,” shared Emma Galaz, a first-generation Latino student who recently graduated from SDSU with a Major in Education and Linguistics.

Starting college can be rough. Many students experience homesickness, face the challenges of living on their own for the first time, and feel overwhelmed by the responsibilities of independence. On top of that, they must adjust to the rigor of college classes and their demanding workloads, all while trying to make new friends.

The statistics are alarming. A 2024 Healthy Minds survey, found that 38% of college students reported moderate to severe symptoms of depression. Similarly, a recent survey by the American College Health Association revealed that 41% of students reported feeling anxious, and 94% said they felt overwhelmed by their studies. These feelings can lead some students to believe that they don’t belong.

And we all know there’s something deeply comforting about walking into a room and instantly feeling like you belong. It’s more than just being in the same space as others — it’s being seen, heard, and accepted in a way that makes you feel valued.

In a college context, this sense of belonging encompasses feeling accepted, respected, included, and valued within the campus community. Research consistently indicates that students primarily experience this sense of belonging through the support they receive from peers and faculty, both academically and personally.

 “Once I began my major classes, my professors really helped us integrate and build trust. We started working in teams, and that collaborative learning process made me feel much more connected to my classmates,” recalls Galaz.

Humans are naturally inclined to build lasting and significant relationships. A strong sense of belonging is essential for students’ psychological and social well-being, as it promotes academic achievement, reduces stress and anxiety, and enhances overall mental health, according to Penn State researchers. This, in turn, fosters greater engagement and persistence in their studies. When this need isn’t fulfilled, it can lead to feelings of isolation and emotional distress, resulting in disengagement and declining academic performance.

“It directly impacts your self-esteem. When you don’t feel included or like you belong, it affects everything. It becomes harder to find the support you need, and without that support, it’s easier to give up,” stated Dr. Monique Escobedo, Director of Research at the Parent Institute for Quality Education (PIQE). “However, the foundation is often laid before college. Students who feel they received strong guidance and counseling in high school tend to develop a stronger sense of belonging. Additionally, those who have consistent support at home are generally more confident in their ability to succeed.

Experts have identified loneliness as the new epidemic on college campuses, highlighting that it’s common for students to express feelings like, “I’m surrounded by hundreds of other students here, but I feel like nobody really knows me for who I am. I feel like I can’t be myself.” These sentiments make it clear that colleges have a responsibility to create an environment where every student feels valued.

“Our mission is to meet the students where they are; we also believe strongly that the university needs to adapt to the needs of students rather than expect students to adapt to the needs of the university,” said Dr. Viridiana Diaz, Vice President for Student Affairs at California State University San Marcos (CSUSM).

“It is really important that you create a sense of community, a sense of belonging, because if students are not doing well when it comes to their mental health, if they are not doing well socially, if they are not physically doing well, we can’t expect them to be learners, we can’t expect them to succeed academically if their holistic wellbeing is not addressed.”

However, SDSU and CSUSM are both designated as Hispanic-Serving Institutions (HSIs), signaling a commitment to supporting Latinx students and other historically underserved populations. Yet, research (Hurtado, S., & Carter, D. F., 1997; Garcia, G. A., 2019). consistently shows that higher education institutions are not always fully aware of—or responsive to—the needs of these communities.

Dr. Escobedo states, “An institution’s ability to foster a sense of belonging and effectively support students of color often hinges on broader contextual factors, such as geographic location, the proportion of students from specific demographic groups, resources, and funding. We also need to consider the difference in support between community colleges and four-year universities. The majority of minoritized students begin their higher education at community colleges. If they’re not retained there—if they don’t graduate with their associate degree or successfully transfer to a four-year university—then they simply don’t finish.”

Shifting Perspectives

A study conducted by Dr. Maithreyi Gopalan, an Associate Professor of Education and Public Policy at Penn State, found that, on average, first-year college students feel a sense of belonging at their institutions. However, the study—which examined students at both two-year and four-year universities—revealed notable differences based on demographic factors. At four-year universities, racial-ethnic minority and first-generation students reported lower levels of belonging compared to their peers. In contrast, at two-year institutions, these students reported a stronger sense of belonging.

While feelings of isolation and discomfort can be part of the universal experience of leaving home and adjusting to university life, for certain groups these challenges are compounded by structural and historical factors. Many first-gen students and students from underserved or historically minoritized communities already arrive on campus having experienced exclusion or a lack of support in earlier educational settings. As a result, they may form broad assumptions about the challenges of college. They might even view these challenges as evidence that they and others like them do not belong.

To address these misconceptions, Professor Gopalan and her colleagues implemented interventions with a group of students, emphasizing that challenges and adversity are common experiences that should be expected. They explained that this was true not only for minority students but for all students, as academic and social adaptation takes time. Additionally, they provided examples of students with similar backgrounds who had successfully adapted and were thriving.

Students in this group began to attribute their struggles to other factors, ones that were no longer tied to their sense of belonging, even when faced with what they considered negative events. This group was more likely to persist, seek out campus resources, and build social relationships.

“Things really started to change for me when I began doing my homework in the school library instead of rushing home right after class,” Galaz said. “I’d run into some of my classmates, and we’d start working together. It completely changed how I felt and how I was living my college life.” From there, she said, her connections with others grew stronger. “We started going to school events like bowling nights, concerts, and hangouts.” These activities led her to find her place in the community.

Building on this, Dr. Diaz further emphasizes the importance of creating and using spaces on campuses where students can relax, socialize, and truly be themselves.

As a first-generation college student, Dr. Diaz shared her personal journey, recalling her arrival to the United States from Mexico at age 12 with her mother. “I was part of a program called CAMP (College Assistance Migrant Program), which became my second home. I attended CSU Sacramento, where Latinos made up only about 15% of the student body. The only place I felt I could truly be myself was in the CAMP lounge. I remember feeling like I was carrying so much weight on my shoulders when I was out on campus, but the moment I walked into CAMP, I was surrounded by familiar sights and sounds, and the counselors looked like me. They had an open-door policy, and I could walk in and talk about anything without fear of judgment or guilt. I could be vulnerable. That is exactly the kind of environment students need to find.”

Is it getting better? Are universities doing more to make every student feel like they belong?

“Absolutely, oh my goodness, absolutely!” she exclaimed. Today’s universities, she explained, are making significant strides in fostering a sense of belonging. They now offer a wide range of resources aimed at student support and connection, including cultural centers, recreation facilities, and more.

Additionally, there are countless student organizations and clubs available, spanning from academic groups such as business clubs and dance teams to interest-based organizations like the chess club.

“There are so many ways for students to connect and find a sense of community,” she said. “Besides, the student population is more diverse, and diversity isn’t just beautiful, it’s something that truly helps us feel connected and like we are all part of a community.”

---