Experiencing and Enhancing ‘Sense of Belonging’ in Foundation Year Programmes: Student Perspectives

A sense of belonging in higher education is widely recognised as critical for student well-being, retention, and academic success. Foundation programmes play a key role in widening access and may enhance belonging for students transitioning to degree-level study, yet there is limited understanding of how belonging is experienced within these programmes and how pedagogical practices can support its development. To increase knowledge in this area this research explored how ‘sense of belonging’ is described and experienced by foundation programme students. Thirteen students enrolled on the Batchelor of Science in Health Sciences with Foundation at a UK university between 2020–2025, took part in focus groups and interviews. Data were analysed using thematic analysis. Three main themes were drawn from the data (1) stigma; (2) uncertainty, and (3) facilitators to belonging. While foundation courses provide essential access routes to higher education, the associated stigma and uncertainty reported can initially weaken students’ identity and sense of belonging. Through strong social support networks and efforts to maximise integration beyond the scope of the programme universities can foster a more inclusive and welcoming environment for those on alternative entry pathways.