The need to belong: New meta-analysis highlights the importance of a “sense of belonging”
By Jean Rhodes
In these dark and alienating times, it is critically important to feel like we “belong” somewhere. A sense of belonging is defined as “the experience of personal involvement in an environment such that one feels an integral part of that environment” (Hagerty et al., 1992, p. 173). It encompasses feeling accepted, valued, and supported by others and within one’s community.
This feeling isn’t just a “nice to have”—it is essential for human flourishing. In their landmark paper psychologists Roy Baumeister and Mark Leary, argued that belonging is a basic, powerful, and universal human motivation, as fundamental as the need for food, shelter, and safety (Baumeister & Leary, 1995). Baumeister and Leary (1995) conducted a comprehensive review of research from psychology, sociology, anthropology, and even evolutionary biology to support their argument that belonging is an innate human motivation. They observed how the absence or disruption of belongingness can lead to decreased mental and physical health and impaired cognitive performance,. They further argued that individuals actively seek and sustain interpersonal relationships, often adjusting their behaviors and self-presentation to facilitate belongingness. Other studies have defined “sense of belonging” as related to fit and valued involvement (Hagerty et al., 1992). We need to feel that our values or characteristics are a fit with others, and feel that we are valued, needed, or important to others.
A sense of belonging is considered especially crucial during transitional periods, like the first year of college, and is vital for students from marginalized backgrounds who often experience higher levels of “belonging uncertainty” (Walton & Cohen, 2011). In a comprehensive new meta-analysis, Australian psychologist Gisela van Kessel et al. (2025) synthesized data from 26 studies involving over 68,000 students. The researchers found significant positive correlations between belonging and academic outcomes (r = .20) and mental health (r = .40). These results indicate that enhanced belonging improves grades and substantially boosts psychological well-being. Specifically, they reported that interventions to boost belonging would result in improved academic outcomes for approximately 1 in every 8 students (NNT = 7.5) and improved mental health for about 1 in every 3 students (NNT = 3.2). As they note, “by leveraging the power of belonging, universities have the potential to play a pivotal role in supporting student success and well-being.”
They suggest:
- Training for mentors, teachers and others on inclusive and supportive practices.
- Structured peer mentoring initiatives, including leveraging digital platforms, especially targeted at first-generation and marginalized students (Werntz et al., 2023).
- Regular monitoring of belonging through surveys and conversations, enabling targeted, timely interventions.
Overall, fostering a culture of belonging is is fundamental to the academic success and emotional well-being of students.
Van Kessel, G., et al. (2025). Relationship between university belonging and student outcomes: A systematic review and meta-analysis. The Australian Educational Researcher. Advance online publication.
