The three experts are: Jessica Nooij, associate lecturer on the theme “Connection in knowledge ecosystems: Relationality, wellbeing and inclusive knowledge integration in higher education” at Avans University of Applied Sciences, Rutger Kappe, lecturer in academic success at Inholland University of Applied Sciences, and Jolien Dopmeijer, project leader for Students at the Trimbos Institute.

What are sense of belonging and connection?

Students can only learn and develop if they feel connected to their programme and fellow students. Two concepts play an important role in connection: sense of belonging and connection. They are not the same, but complement each other.

  • Sense of belonging concerns the inner feeling of connection and being allowed to be yourself: does a student feel seen, valued and safe? If so, a student can feel at home and be open to contact. A student may be physically present, but without this feeling, engagement often remains limited.
    In short: belonging is what you feel and who you are allowed to be.
  • Connection concerns students’ visible relationship with their programme or educational institution. According to Rutger Kappe, you can see this in contact with fellow students and lecturers: actively participating in classes, asking questions, collaborating on group assignments or taking part in activities such as orientation week. This connection contributes greatly to experiencing a sense of belonging, but does not guarantee this feeling.
    In summary: connection is what you do and how you participate as a student.

Connection concerns integration into systems, while belonging concerns finding your place within yourself and in the educational environment. Where connection is about opening the door, belonging is the feeling that you are welcome in the space beyond that door and that you are allowed to be yourself there. For education professionals, understanding the distinction and relationship between the two concepts is important: it is not a matter of choosing; the concepts are extensions of each other and together form connection, the foundation of student wellbeing.

Why is this so important?

Students who experience a high level of belonging generally have better mental health. This is evident from the new figures from the MMMS 2025, a nationwide monitor of student wellbeing. In addition, other research shows that students who feel connected are more motivated, collaborate more effectively and are less likely to drop out. Jessica emphasises that students without this sense of connection often drop out, both socially and in terms of their academic performance. They lack stability and social support, with direct consequences for their development.

Students’ experiences and the opportunities within education

Jessica explains that connection develops in two ways:

  1. From the student themselves: experiencing space for contact and collaboration, as well as a safe atmosphere.
  2. From the programme: organising education in such a way that there are opportunities to meet and collaborate.

Jolien adds that it is not the amount of contact that matters, but its quality. A class may be full of students, but without recognition or safety there is no sense of belonging. Conversely, a single safe, engaged group can make a significant difference. By considering both sides – students’ experiences and the opportunities within education – professionals can better identify what promotes connection and where there is still room to strengthen it.

How can you work on it?

Effectively working on sense of belonging and connection requires attention at two levels:

  • Institutional level: structures that connect

Orientation weeks, mentoring programmes and student associations give students opportunities to make contact and become engaged. This forms the basis of connection. A diversity and inclusion policy that takes the different types of students into account is also important. The physical space can strengthen connection as well; this is also known as the ‘sticky campus’, an educational environment where students want to ‘stick around’: not only to learn, but also to form social connections.

  • Programme and class level: encouraging emotional engagement

In the classroom and lecture hall, lecturers can do a great deal to strengthen connection. This includes creating a safe, inclusive atmosphere, recognising everyone’s contribution and paying attention to wellbeing and diversity. Jolien emphasises that students feel supported when they notice that you are genuinely available, listen to them and take them seriously.

Connection only truly grows when everyday education provides room for support, guidance and meeting one another. This requires lecturers to act as role models, demonstrate inclusive behaviour and be available to their students.

The design of education is also important: is there informal time to get to know one another, room for collaboration and attention for students who study online or remotely? By consciously focusing on connection in the curriculum and school culture, a solid foundation is created for both sense of belonging and connection.

Practical tools

  • Offer concrete support and feedback, and be a role model. Show that you are there for the student and that their contribution matters.
  • Use supportive and inclusive language. In what you say, focus as much as possible on trust and possibilities where appropriate. Also speak and act from an inclusive perspective: vary examples in terms of gender and cultural background, and pay attention to the use of stereotypes.
  • Begin lessons or meetings with check-ins and informal time, which contributes to the feeling of being seen and heard. This also works well in online lessons.
  • Have students work together in small groups regularly, so they can learn from one another and feel safe in a small-scale group. This allows students to be part of a community, even when they work independently, study remotely or learn online. It strengthens connection and creates a sense of responsibility.
  • Give students the reins: let them build connections with one another themselves.
  • Have students regularly write down their personal goals and how these fit with the programme’s objectives, and reflect on this together. This increases the feeling of meaningful learning, which is part of connection with the programme.

Connection is something you create together!

Promoting connection is essential for student wellbeing and requires an ongoing process. You can start tomorrow: begin your lesson with a short check-in and experience the difference.