A new study led by Wake Forest University psychology professor Shannon Brady has found a significant link between college students’ sense of belonging in their first year and their likelihood of graduating. The research, published in the journal Educational Researcher, analyzed data from more than 21,000 undergraduates at two- and four-year colleges across the United States.
The study measured students’ feelings of belonging using a five-point scale. Results showed that each one-point increase on this scale was associated with a 3.4 percentage-point rise in the chance of graduating within four years. A similar increase led to a 2.7 percentage-point higher likelihood of earning a degree within six years—a gain comparable to what is seen from substantial increases in financial aid.
Brady explained the importance of these findings: “When students feel a part of their institution—supported by faculty, engaged in coursework and part of a broader community—their college outcomes are different,” she said. “This connection between belonging and graduation highlights the importance of institutional efforts that help students feel academically and socially integrated—not as a ‘nice-to-have,’ but as a key dimension of student success.”
The research drew on responses collected during students’ first and third years through the federal Beginning Postsecondary Students Longitudinal Study. Students were asked to rate how much they agreed with the statement: “I feel that I am a part of [SCHOOL].”
Brady emphasized that creating an environment where students belong is about more than social activities; it requires institutions to provide support, understanding, and resources for academic success. She noted that even students who initially felt less connected were more likely to graduate if their sense of belonging improved over time.
“You might think that students come into first year and either feel that sense of belonging or they don’t, and then it’s set,” Brady noted. “But our data are suggesting that how things fluctuate over time also matters for students.”
She advised colleges to focus on building an inclusive culture rather than relying on single programs or events: “For most students, especially those more vulnerable to feeling like they don’t belong, I don’t think pompoms and a T-shirt are going to cut it,” she explained.
Brady pointed out examples such as New York’s ASAP program—which addresses barriers like transportation costs, scheduling challenges, and limited advising—as effective ways to both improve graduation rates and strengthen feelings of inclusion among students.
In conclusion, Brady called for better tools to measure student belonging over time so universities can identify factors influencing this critical aspect: “It’s wild that we are the first ones to be able to do this, but the data just haven’t existed,” she said.
She recommended developing standardized measures across campuses so higher education institutions can track changes in student experiences more effectively.
