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A sense of belonging among college students is critically important to their academic success, mental health and well-being. In conjunction with Suicide Prevention Month, we asked some of the leading mental health professionals in higher education to share their insights with TimelyCare about how fostering a sense of belonging can help prevent suicidal thoughts and behaviors.
Hear what these experts had to say, including:
- Nance Roy, Chief Clinical Officer at The Jed Foundation (JED) and Assistant Clinical Professor, Yale School of Medicine, Department of Psychiatry
- Aaron E. Carroll, MD, MS, Chief Health Officer of Indiana University
- Jami Houston, Director of Student Success Programs, Southwestern Illinois College (SWIC)
- Sue McClure, LCPC, Campus Executive Director, Sam Wolf Granite City Campus, Southwestern Illinois College (SWIC)
How important is a sense of belonging in the context of suicide prevention, especially among college students?
Research has clearly demonstrated the impact of a sense of belonging and connection as a protective factor against suicide and significant mental health concerns. The Surgeon General’s recent report on the loneliness epidemic in our country clearly validates and reinforces that concept, and we have found that with all of the schools that we work with. A sense of connection and belonging is key for most students. Especially for first-year students, loneliness is one of the biggest things that they struggle with, which makes sense. Given that for most first years, they’re away from home often for the first time. They’ve left their support network. Most young people don’t find ready-made groups the first week at school, so it takes time to find your niche, and especially if you’re also struggling with some mental health concerns. The loneliness and isolation can certainly exacerbate those as well.
As a nonprofit that protects emotional health and prevents suicide for our nation’s teens and young adults, The Jed Foundation is working with more than 500 schools through our JED Campus Program to really think about how to develop opportunities for connection, especially, among groups of students who are often under-represented on campuses, such students of color and LGBTQIA+ and first-generation students. We know that student mental health is strengthened through connection and belonging, and that creating a community of care helps everyone on campus thrive.
A sense of belonging is critically important in the context of suicide prevention, particularly among college students. Research shows that feeling connected to others and having strong social bonds can act as protective factors against suicidal thoughts and behaviors. For college students, who are often away from their traditional support systems for the first time and undergoing significant life transitions, feelings of isolation or loneliness can exacerbate stress and mental health challenges. Fostering a sense of belonging, whether through friendships, academic involvement, or campus activities, can provide crucial emotional support and resilience during these pivotal years.
What are common challenges students face in establishing a sense of belonging on college campuses, and how can these challenges contribute to mental health concerns?
Students encounter several challenges in establishing a sense of belonging on college campuses, including but not limited to:
- Transitioning to College Life: Adjusting to a new environment away from familiar support systems can be daunting. This major life transition can lead to feelings of isolation, homesickness, and disconnection.
- Academic Pressures: The demands of college academics can be intense, potentially leading students to feel overwhelmed or doubting their abilities, which can impact their sense of belonging.
- Cultural or Identity Differences: Students from diverse backgrounds, international students, or those from underrepresented groups might feel out of place or face microaggressions, making it harder to feel a sense of inclusion.
- Social Pressures: The perceived need to fit in, whether in social groups, fraternities, or sororities, can be intense. Not finding one’s “group” early on can contribute to feelings of isolation.
- Imposter Syndrome/Fear of Failure: Especially prevalent among high-achieving and first-generation college students, imposter syndrome involves self-doubt and worries of being exposed as a “fraud.” Students may believe they do not deserve their accomplishments or that they won’t be able to meet the expectations set for them. This can lead to significant stress, anxiety, and reluctance to seek help when needed.
These common challenges college students face can directly or indirectly contribute to mental health issues like anxiety, depression, and feelings of isolation. Recognizing this, proactive and preventative measures are crucial.
What specific initiatives or innovative programs has your college or university implemented to foster a stronger sense of community and connectedness among students?
Southwestern Illinois College is a community college that borders the greater St. Louis Metropolitan area and has over 8,000 students who attend one of the six campuses or multiple extension centers each year. In addition to transfer programs, SWIC has more than 100 career and technical education programs with a heavy emphasis on industrial trades and health care. We have found and research has shown that when students experience a sense of belonging, they experience increased involvement across campus, higher GPA, and increased likelihood of persisting in college.
We have seen success with several initiatives, including:
- New Student Orientation provides students with academic expectations and connects them to campus resources. This can help students feel more comfortable as they transition to college, and positively impacts academic achievement.
- Success Coaching allows students to meet one-on-one with an academic life coach to identify and achieve goals. At the heart of success coaching is relationships. Success coaching allows students to form a connection, creating community, and making them feel like they matter.
- A new First Generation Mentor program at SWIC is designed to connect first-generation students with faculty, staff, and peers who also identify as first-gen, building a community that can support and develop one another.
- College Life activities, including opening week events, seasonal activities, inclusion opportunities, clubs, and events by campus allow students to connect with each other during a wide array of social activities.
The Indiana University community represents a diverse cross-section of people from all backgrounds and cultures across more than 90,000 students and 21,000 faculty and staff. Today IU spans seven campuses and two regional centers across Indiana and partner locations around the globe.
We have been engaged in a years-long Student Mental Health Initiative at the request of our President, Pamela Whitten. We’ve focused our activities on three domains.
- The first focused on “Culture and Climate,” which involved increasing awareness of services and resources; increasing the promotion of mental health and our commitment to that goal; increasing community-building events, especially for graduate students; training student-facing personnel in how to become active partners in recognizing students who need help; and – perhaps most critically — a large campaign to decrease the stigma of mental health.
- The second focused on “Services and Support” and included significantly enhancing the mental health services provided to students (including the addition of TimelyCare); helping students across the mental health continuum from stress to long-term care, to acute and critical situations; expanding case management services to help with follow-up with students; and enhancing services and programs that focus on particular stressors and groups at increased risk.
- The third was “Policies and Protocols,” which focused on creating or improving policies to accommodate mental health leaves; recommending additional training for police and other emergency responders in dealing with mental health issues; creating or improving solutions to help students address the financial barriers to getting help; creating or improving plans for mental health support after local, national, or international tragedies that may affect our students; and reviewing other policies that touch on mental health, such as financial aid, food security, housing security, and more. We have been so grateful for the many students, faculty, and staff who have contributed meaningfully to these efforts.
24/7 mental health care saves lives.
What role do students’ intersecting identities have in influencing their sense of belonging?
Students’ intersecting identities, including race, gender, sexual orientation, socioeconomic status, disability, nationality, religion, and other factors, can significantly affect their sense of belonging. These identities can shape their experiences in unique ways:
- Shared Experience and Community: Students might find a strong sense of belonging within groups that share aspects of their identity, benefiting from shared experiences and mutual understanding.
- Potential for Marginalization: However, underrepresented or marginalized identities can lead to feelings of exclusion or invisibility. For instance, a student who identifies as LGBTQ+ might face challenges in campuses or communities less accepting of diverse sexual orientations.
- Complex Experiences with Multiple Identities: Those with multiple marginalized identities (e.g., a Black transgender woman) can face compounded challenges due to the interplay of biases against each identity.
- Cultural Navigation: International students or those from diverse cultural backgrounds might face challenges navigating the predominant campus culture, potentially feeling like outsiders.
The interplay of these intersecting identities can enhance or challenge a student’s sense of belonging, depending on the campus climate, inclusivity initiatives, and individual experiences.
What practical steps can friends, classmates, and roommates take to create an inclusive environment that promotes a sense of belonging and emotional well-being?
- Recognize when a friend may be having a hard time or is beginning to struggle and don’t wait until someone is in crisis. Pay attention to when someone may be in need of a friend and don’t hesitate. At that first sign, very simply and organically reach out and ask, “Hey, is everything okay?”
- Seize that awkward moment to reach out. It goes such a long way for the person on the receiving end to feel connected and know that somebody actually cares about them. Sometimes it’s just sitting with somebody and not saying anything, but opening the door to a conversation. Learn more at seizetheawkward.org.
- Both the help giving and help receiving are a win-win. We have found that giving help has just as much of a positive impact as receiving it.
A Safe Space for Students to Connect
- Recognize when a friend may be having a hard time or is beginning to struggle and don’t wait until someone is in crisis. Pay attention to when someone may be in need of a friend and don’t hesitate to reach out. At that first sign, very simply and organically reach out and ask, “Hey, is everything okay?”
- Seize that awkward moment to reach out. It goes such a long way for the person on the receiving end to feel connected and know that somebody actually cares about them. Sometimes it’s just sitting with somebody and not saying anything, but opening the door to a conversation. Learn more at seizetheawkward.org.
- Both the help giving and help receiving are a win-win. We have found that giving help has just as much of a positive impact as receiving it.
When students are struggling, they most often turn to a peer for support before going to a therapist, or even a family member. If you don’t have a network of connections or a group that you feel comfortable with, then you also don’t have that opportunity to get support from a peer. To that end, different types of peer networks can be helpful. Establishing communities where students can get support from one another is key because that’s where they’re going first.
A Safe Space for Students to Connect
- Learn and use each other’s preferred names (including correct pronunciation) and pronouns.
- Ensure everyone’s contributions to group projects are valued.
- Share resources – Those who have had the opportunity to learn and connect with campus resources (e.g. scholarship opportunities) should share those with their peers.
- Adopt an inclusive language approach, including not using words such as crazy, nuts, or psycho as slang, can diminish feelings of isolation around mental health issues.
- Active Listening: Take the time to listen to others’ experiences and feelings without judgment. This builds trust and demonstrates care and understanding.
- Open Dialogue: Foster an environment where honest conversations about diverse backgrounds, cultures, and experiences are encouraged. This helps dispel stereotypes and increases mutual respect.
- Check In Regularly: Simple gestures, like asking how someone’s day is going, can show you care about their well-being.
- Educate Yourself: Seek to understand the challenges and experiences of marginalized groups. Attend workshops or seminars on diversity, equity, and inclusion, or read literature that broadens your perspective.
- Challenge Exclusionary Behaviors: If you witness acts of discrimination or exclusion, speak up and take a stand against them. A culture of inclusivity is strengthened when individuals hold each other accountable.
- Bystander Intervention: Equip yourself with knowledge on intervening when you see harmful situations unfolding. Participating in and implementing bystander intervention efforts can prevent problems that alienate or harm individuals and promote a safer community. It’s about noticing the case, assessing its safety, taking responsibility, and ensuring proper action to help someone in need.
- Offer Support: If someone faces challenges, offer support, whether academic help, emotional support, or chat.
- Promote Available Resources: Make sure everyone knows about campus resources, such as counseling services, cultural centers, and affinity groups, that can provide support and foster belonging.
By taking these proactive steps, friends, classmates, and roommates can create a nurturing environment where everyone feels valued, understood and has a genuine sense of belonging.
What virtual tools can colleges and universities use to enhance suicide prevention efforts through community-building initiatives? What has worked for your institution?
- Wellness spaces, which include tactile and sensory devices, mental health resources including suicide awareness and prevention materials, and highly visible signage informing students of in-person and online mental resources are being established throughout our campuses.
- In-person and online regularly scheduled campus and community events which normalize the common feelings students experience with struggling to fit in, not feeling a sense of belonging, or experiencing mental health struggles help students to not feel alone.
- Meditation apps, wellness apps and other downloadable tools can be accessed 24/7 by students. Virtual headsets with guided imagery and guided relaxation modules will be introduced this semester at our campus.
TimelyCare has tailored its platform to meet the critical and unique needs of digital natives with a diverse platform of services including on-demand emotional support, mental health counseling, medical care, basic needs assistance, peer support and self-guided digital wellness content, accessible to students 24/7 at no cost and without the hassle of traditional insurance.
Contact TimelyCare to discover how adding a virtual health and well-being platform can help foster a sense of belonging for students to prevent suicidal thoughts and behaviors.
