College Students With a Stronger Sense of Belonging Are More Likely to Earn Their Degrees

A new nationwide study offers one of the clearest looks yet at how strongly a student’s sense of belonging during their first years of college predicts whether they will successfully earn a degree. Conducted by Wake Forest University psychology professor Shannon Brady, this research draws from data on more than 21,000 undergraduate students enrolled across thousands of two- and four-year colleges in the United States. The findings highlight belonging not as a vague emotional experience but as a measurable factor tied directly to academic persistence and completion.

The study analyzed students who entered college in the 2011–2012 academic year and tracked their graduation outcomes in 2015 (four years later) and 2017 (six years later). Students responded to a straightforward survey prompt: I feel that I am a part of [SCHOOL], rated on a five-point scale from strongly disagree to strongly agree. Despite the simplicity of this question, the results show a strong and consistent relationship between belonging and degree completion.

One of the central findings is that for every one-point increase on this belonging scale, the likelihood of graduating within four years rose by 3.4 percentage points. For six-year completion, the increase was 2.7 percentage points. These numbers may sound modest at first glance, but educational researchers often describe improvements of this size as significant—comparable, in fact, to gains tied to thousands of dollars in additional financial aid. That comparison alone suggests that belonging operates on a level that universities cannot afford to overlook.

The research also found that belonging is not fixed. Students who began college feeling less connected to their institution but experienced an increase in belonging over time were more likely to finish their degrees than peers whose sense of belonging stayed stagnant. This indicates that colleges have an opportunity to meaningfully shift student outcomes by focusing on the conditions that help or hinder belonging.

Brady emphasizes that belonging is not about giving students superficial perks or just creating a social buzz on campus. What truly matters is whether students feel supported, understood, and equipped to succeed. Students who feel like they belong are more likely to use academic resources, ask for help when needed, and build relationships that sustain their academic momentum. They approach challenges with greater confidence, knowing they are part of a community that wants them to succeed.

This research sits within a larger context of why degree attainment is so important. College graduates, on average, experience better employment outcomes, report higher overall well-being, and are more engaged in their communities. Because of these lifelong benefits, understanding the psychological and structural factors that help students persist through college has attracted growing attention. Belonging has long been considered relevant, but this study provides unusually strong evidence that it plays a measurable, predictive role in who completes college.

What Belonging Looks Like in Practice

On a campus level, belonging goes far beyond social events or feel-good initiatives. It encompasses both academic integration—such as feeling supported by faculty and engaged in coursework—and social integration, including peer relationships and campus community involvement. A student with a strong sense of belonging does not simply enjoy campus life; they perceive themselves as an active, valued participant in the institution’s ecosystem.

Crucially, the study suggests that even small improvements in belonging can create momentum. Colleges that measure belonging early and track it over time could use the information to identify students at risk of disengagement. Because belonging fluctuates, providing timely support could change a student’s long-term outcomes.

Institutional Strategies That Make a Difference

Brady notes that fostering belonging requires universities to build supportive cultures rather than rely on isolated initiatives. Efforts should address both structural barriers and psychological barriers that keep some students from feeling fully included. Structural barriers might include complicated advising processes, transportation issues, or difficult course sequencing. Psychological barriers often manifest as doubts about whether one fits into the academic environment, especially for students from historically underrepresented groups.

Some interventions have shown promise. For example, previous research by Brady and colleagues demonstrated that brief online activities that normalize common concerns about belonging can positively shape students’ expectations about their future trajectory in college. However, these interventions work only in environments where students truly have opportunities to connect and succeed. In settings where structural barriers remain unaddressed, such interventions offer little benefit.

A strong example of structural work that supports belonging is New York’s well-known Accelerated Study in Associate Programs (ASAP). This initiative reduces everyday obstacles—such as transportation costs, scheduling challenges, and limited advising—and has been shown to significantly improve graduation rates. Research indicates that ASAP also enhances students’ feelings of belonging, suggesting that practical supports and psychological connection can reinforce each other.

Why Measuring Belonging Matters

One striking aspect of this study is that it represents one of the first times researchers have been able to link belonging, measured early in a student’s academic career, to graduation outcomes using nationally representative data. Brady and her co-author, Maithreyi Gopalan of the University of Oregon, point out that higher education lacks a standardized, multi-item tool to measure belonging across institutions. They recommend developing one so that colleges can track belonging more accurately and understand what shapes it over time.

Without consistent measurement, institutions cannot easily identify patterns or design targeted, evidence-based interventions. Regular assessments might reveal obstacles specific to certain groups of students, allowing universities to adjust policies, improve communication, and refine support systems.

Additional Context: The Broader Research Landscape

Outside this particular study, researchers have long recognized belonging as a fundamental psychological need. In educational settings, belonging influences motivation, academic engagement, persistence, mental well-being, and even career development. Students who perceive themselves as valued members of their academic community tend to take advantage of opportunities, recover more quickly from setbacks, and build supportive networks.

Belonging research also intersects with issues of equity. Students from marginalized backgrounds often face unique challenges to establishing a sense of belonging, and institutions that prioritize inclusive environments can play a key role in narrowing retention and graduation gaps. The growing academic field surrounding belonging includes studies on culturally responsive teaching, inclusive pedagogy, peer mentoring, first-year seminars, and advising reforms—all of which have shown potential to strengthen connection and persistence.

As universities continue to grapple with retention challenges, especially in the wake of shifting enrollment trends, the role of belonging is gaining prominence. This new study contributes not only data but also a clear message: belonging is not optional—it is a key component of student success.