Learning and Being: Building Belonging Through Relational Teaching Practices

The American College Health Association recently reported that the majority of US college students experience significant feelings of loneliness, with approximately half of all US college students reporting feelings of hopelessness or depression. In an effort to mitigate students’ feelings of loneliness while in college, I sought to enhance students’ sense of belonging through the implementation of relational teaching practices. In doing so, I highlight promising practices for cultivating a sense of belonging within a US institution of higher education (IHE). Specifically, the objective is for students to internalize the value of relational pedagogies as a means of fostering their sense of belonging in a college classroom with the hope that students can appreciate their worth and value as learning community members. To assess the effectiveness of these efforts toward promoting student belonging, a triangulated design utilizing qualitative data sources was employed. Codes were organized into three primary themes: valued voices; academic and emotional safety; and, teacher identity development. Overall, the data collected from PSTs suggest that the implementation of specific relational pedagogies can positively influence PSTs’ sense of belonging and overall wellness.