Five ideas for fostering belonging and collaboration in the classroom

Belonging is a topic of ongoing discussion in higher education. At its heart, it means creating spaces where friendships can grow, relationships can be built and environments feel welcoming and inclusive, but what does it look like in practice?

The reflections that follow are drawn from my experience leading a short teaching and learning course for internal staff and postgraduate researchers. Over four days, participants come together to learn, share and develop their teaching practice. Owing to the condensed time frame, our course team focused on how to create opportunities for collaboration, strengthen connections and nurture a genuine sense of community. 

We hoped these changes would enhance the course experience, but did not realise the impact would be so profound. Since then, the course has consistently received excellent feedback, with an average 4.7/5 course rating. Participants highlight the collaborative elements and welcoming environment as key to their experience:

• “I made great friends as a result of this course, which resulted in expansion of my teaching network”
• “For the first time, I really felt like I belonged to a group that shares the same anxieties, fears and expectations as me. The sense of belonging was crucial to me.” 

Drawing from what worked in the course, the below are five ideas for educators to consider in their own practice.  

Get to know each other (not icebreakers!)

The word “icebreaker” can sometimes provoke a sense of pressure – or even awkwardness. I prefer to call these activities “getting to know each other” or simply “starters”. This small shift in language can make the experience feel more inclusive and less intimidating.

I’ve found the most effective are:

In person: human bingo – students have a bingo card with light, low-stakes statements such as “find someone with a unique hobby or interest” or “find someone who can tell you about their role or research area”. Students move around the room looking for different people who can answer each of the statements. Having a bingo card with prompts helps aid conversation and allows students to talk to different peers. 

Online: scavenger hunt – students turn off their webcams and have 60 seconds to find an item (the more creative the better!) beginning with certain letters that you set. For example, something beginning with the letter A. They then introduce themselves and the item they found, and this adds a light-hearted and fun element to introductions. 

We also arrange a pre-course activity called “your coat of arms” where students create a coat of arms using a template outlining why they’re joining the course, what they are hoping to get out of it and a little about themselves. Sharing these in advance means participants start recognising each other and connecting early.

• Spotlight guide: How to build belonging at your institution
• What matters to students’ sense of belonging?
• To foster belonging, make a cultural shift

Create a welcoming environment 

The physical (or virtual) environment has a huge impact on how comfortable, focused and connected students feel. Small details can make a big difference:

Seating: can you set up the room to foster collaboration? For example, arrange it by small group tables instead of rows. This can signal that interaction is valued and encouraged

Comfort: think about chairs, ventilation, lighting and noise. While not always in our control, being aware (and acknowledging challenges) shows care for students’ well-being

Accessibility: make sure the space is accessible to everyone, both physically and in terms of resources provided

Refreshments: having tea, coffee and drinking water facilities nearby may seem minor, but it helps people feel more at ease and cared for.

A classroom that feels comfortable and inclusive creates the foundations for students to focus, participate and start building connections.

Show students you value them as individuals

Names are a core part of our identity, and hearing our name used helps us to feel recognised and part of a group. 

It’s normal to feel uncertain around names out of fear of mispronunciation, and this can lead to people avoiding them altogether. Ask students to share their names and what they prefer to be called to show respect and build connections.

One of my colleagues uses the “My name is” activity where students introduce their names and share facts or meanings behind them. An extension of this, as you get to know the group more, is to learn about their interests, experiences and challenges. 

Celebrating the diversity of perspectives within the group is key too. We recognise that our group has a wide range of backgrounds, experiences and insights and we strive to value these and create opportunities for students to share and connect across differences to promote a sense of belonging. 

Active learning, group work and fresh air 

Active learning through discussions and group work naturally fosters dialogue, collaboration and connection. Once students are more familiar with each other, try mixing groups to encourage new perspectives. Online random group generators work well for this, or you can create team names like “Blue team” and “Red team” to help students find their group. Framing the change positively helps students embrace new collaborations.

Sessions outside of the classroom, such as scavenger hunts, walking seminars or other forms of outdoor learning, can also be very effective. Movement helps students to talk, think and connect in a different environment. 

Unstructured time and space matters too. Moments without a set task, such as a “Water Cooler” break or reflection period, allow conversations and friendships to develop naturally. These pauses may seem small but can spark some of the strongest connections.

Keeping the connection going  

Regular communication can be key to keeping the group together and connected. Small, consistent touchpoints make a big difference:

Mini updates and check-ins: start sessions with a quick partner chat (for example, “Talk to partner. How are they doing today, and what was one thing they remember from last week’s session?”). This can help students connect and reflect. 

Drop-ins and tutorials: offer scheduled times for students to ask questions, discuss ideas or decompress to provide a safe space to engage and build rapport.

Beyond the course: create opportunities to stay in touch to maintain a support network. You can do this by encouraging students to set up WhatsApp groups or by setting up a shared alumni space (for example, on a virtual platform). You can also invite previous participants as guest speakers.

These may seem like small actions, but they make a big difference in creating a welcoming, supportive environment and growing a sense of belonging in the classroom. 

Jamie Heywood is an associate professor at Anglia Ruskin University.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.