Beyond “Nice to Have”: The Science of Belonging as a Fundamental Need for Success
by Terrell Lamont Strayhorn, Ph.D., and Sarah Caverly, Ph.D.
In the ever-evolving contexts of education and today’s workplace, we often obsess over metrics. We track grades, graduation rates, quarterly earnings, and productivity hours with a fervor that suggests these numbers tell the whole story of human success. Success, however, is rarely the result of aptitude or efficiency alone; it is deeply rooted in a far more primal, essential necessity — the universal need to belong. We often underestimate the importance of a sense of belonging. Sense of belonging is defined as a basic need, a human right, a fundamental motive sufficient to drive human behavior, as vital to our survival as air, water, food, shelter, and sleep (Strayhorn, 2019).
It is not merely a “soft skill” or a warm-and-fuzzy feeling to be fostered after the real work is done; rather, it is the very conditions that make the “real work” possible. When we unpack the factors that comprise academic persistence, employee retention, and mental well-being, we find that one’s desire to feel connected, respected, and valued is the engine driving the machine.
True belonging is being accepted and valued for who you are, authentically and unapologetically.
What Belonging Is — and What It Is Not
To understand the power of belonging, we must first clarify what it means, as the term is often conflated with other concepts, such as community and engagement, to name a few. Belonging is not the same as “fitting in.” Fitting in implies a chameleon-like adaptability where one changes who they are to be accepted by the crowd; true belonging is being accepted and valued for who you are, authentically and unapologetically.
Belonging exists when you matter not because you assimilate, but because you are a distinctive, indispensable member of the community. According to research, some of which is my own, sense of belonging refers to a student’s or employee’s perceived social support, a feeling of connectedness, and the experience of mattering — feeling cared about, accepted, respected, valued by and important to the group. The group, in turn, depends on the individual for what they bring and who they are (Strayhorn, 2019).
This interdependence is crucial because belonging is inherently relational. It is not a fixed trait that you simply have or do not have; it’s a dynamic state that changes based on context, time, and circumstances (Strayhorn, 2026). It relies on what I call relational consistency — the reliable, recurring, purposeful interactions that provide evidence that one matters to the people around them. Approaches like those offered by Harmony Academy emphasize everyday interactions and routines that allow belonging to be reinforced consistently, even as students, classrooms, and contexts change. Whether in a classroom or a boardroom, individuals are constantly scanning their environment for cues of safety, security, and acceptance (hereafter in this series ‘identity safety cues’). Acceptance, once perceived, frees the mind to focus on higher-order tasks like self-reflection, creative exploration, intellectual risk-taking, and ethical reasoning.
The Profound Impact of Belonging: The Evidence
When the need to belong is met, the results are transformative across every dimension of human development. Scholars have demonstrated that human development, particularly in educational and professional settings, can be hindered when individuals feel invisible or isolated; however, it flourishes when they feel cared for, connected, safe, and secure, both physically and psychologically. For students, a strong sense of belonging is linked to better academic performance, increased persistence, a stronger sense of self, and higher self-efficacy. For educators, belonging reduces stress and is associated with greater productivity and retention (Strayhorn, 2010; 2025).
Building Belonging: From Theory to Practice
If belonging is the goal, how do we build it? We must move beyond passive platitudes to conscious construction. Construction of belonging-rich environments requires intentionality in our policies, practices, and everyday interactions.
In the Classroom and On Campus. For students, belonging is often fostered in the “small moments” of relational consistency. It is the teacher who learns names and pronounces them correctly. It is the syllabus that includes culturally-relevant scholars, signaling to students from all backgrounds that they have a place in the intellectual lineage of the field. It is also the presence of intentional, recurring practices such as those embedded in the Harmony Curriculum that create predictable opportunities for students to be seen, heard, and valued. Alongside high-impact practices like honors seminars, undergraduate research, service learning, and living-learning communities that structure social interaction around shared academic interests, these everyday moments become the glue of community.
Furthermore, we must help students develop navigational capacity — the skills and know-how to maneuver through complex institutional structures that were often not built for them. This involves clear access to advising that anticipates student needs rather than waiting for students to fail. Schools and districts can create visible, student-friendly systems such as “Where Do I Go?” hubs, designated staff points-of-contact, or simple digital help desks where students and families can quickly get answers about schedules, assignments, transportation, or resources. When students know where to turn and feel that the institution is actively trying to help them succeed, they are apt to feel like they belong.
In the Workplace. For employees, belonging begins with onboarding processes that do more than check boxes; they must connect new hires to the culture and people of the organization. Workplaces should facilitate ‘near peer’ mentorship and sponsorship opportunities, ensuring that everyone has a guide to help them navigate the professional landscape. That’s made easier when staff are recognized not just for their labor, but for their unique contributions — what psychologists call “ego-extension,” or the feeling that others share in your success (and frustration), and that your work represents the group.
Moving Beyond Deficit Framing: The Asset-Based Approach
To truly foster belonging, we must fundamentally shift our mindset regarding the people we serve. We serve best when we reject the “deficit model” that views students or employees as problems to be fixed. Fixed mindsets lead us to label students as “at-risk” and employees as “low performers” or “difficult,” labels that pathologize their backgrounds and ignore the systemic barriers they face.
Instead, we must adopt a strengths-based lens that views students and staff as “at-promise.” When we validate students or personnel — when we explicitly tell them, “You belong here, and you have what it takes” — we activate their resilience and grit. Grit, however, is not just about individual perseverance; it is about the environment providing the soil in which that perseverance can take root (Strayhorn, 2014). By focusing on assets rather than deficits, we signal that culture, identity, and language are not challenges to be managed, but resources to be celebrated and leveraged toward human success.
A Call to Action
The work of building belonging is never finished; it must be continually satisfied because circumstances and contexts change (Strayhorn, 2019). Change is the only constant in education and the workforce, and as we face new challenges, we must recommit to the human needs of our communities.
As we go into this series, here’s a set of questions and recommendations for those who lead, teach, and serve:
- For Educators: Are you relying on “transactional” interactions that focus only on the task at hand, or are you building relational consistency by showing authentic care? Ask yourself: Do my students and staff know that I believe in them and their ability to grow?
- For Community Leaders: How are you signaling to the most vulnerable among the community that they are indispensable to the whole? Are your spaces physically and psychologically safe for everyone, or do they only serve the majority?
- For Families: How can you support the navigational capacity of your children by helping them affirm their sources of strength, and how do you co-engage with schools to support learning and development?
- For Policymakers: Are your metrics of success limited to test scores and earnings, or do they account for the human need to belong? Are you funding the support structures — like counseling centers, gathering hubs, accommodations, and need-based aid — that make belonging possible?
- For Organizations: Do you view belonging as a “pie in the sky” bonus, or as a strategic imperative for retention and innovation? Are you creating pathways for every employee to feel they matter?
Building belonging at scale requires both individual commitment and shared structures. When educators and organizations pair intentional mindsets with consistent, research-aligned practices, such as those reflected in the Harmony Curriculum, belonging moves from an aspiration to activation, from a magical moment to a daily lived experience.
Belonging is the thread that weaves our individual striving into a collective story of success. Success is within reach, but only if we ensure that every person who walks through our doors knows, without a shadow of a doubt: You matter. You are enough. You belong here. Just the way you are.
References
Strayhorn, T. L. (2014). What role does grit play in the academic success of black male collegians at predominantly white institutions? Journal of African American Studies, 18(1), 1–10. https://doi.org/10.1007/s12111-012-9243-0
Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students (2nd ed.). Routledge.
Strayhorn, T. L. (2025). Factors contributing to workplace belonging in human service sectors. Journal of Business Strategy Finance and Management, 7(2), 105–110. https://doi.org/http://dx.doi.org/10.12944/JBSFM.07.02.02
Strayhorn, T. L. (2026). Students’ sense of belonging and involvement in college: Key insights from research for practice. Bloomsbury.
