A Research-Validated Sense of Belonging Intervention
Supporting first-year Science and Engineering students through welcoming week activities
Based on the difference-education methodology, this scalable online intervention fosters a sense of belonging and inclusivity among first-year students by recognizing and validating their diverse backgrounds and experiences.
Built on difference-education principles developed by Nicole Stephens, the intervention recognizes that students from different backgrounds can find their own path to success. It belongs to the family of "wise interventions" - brief, scalable interventions that address psychological barriers to academic achievement.
Designed specifically for first-year Science and Engineering students during their transition to university. Particularly effective for first-generation students and those from less advantaged socioeconomic backgrounds who face additional barriers to belonging and success.
Delivered as part of welcoming week activities to provide timely support during the critical transition period. The intervention is fully online, scalable to large cohorts, and designed for flexible completion based on students' preferred learning styles.
Format Options: Students can choose to read written stories or watch videos of the same content, accommodating different learning preferences.
Content: Five diverse senior students share their experiences, challenges, and personal growth during their transition to university life. Stories emphasize that students from different backgrounds can succeed and that seeking support is normal.
Purpose: Provide relatable role models and normalize the challenges of university transition across diverse student experiences.
Personal Connection: Students reflect on how their own experiences relate to the stories they engaged with.
Application: Identify three ways the lessons from the stories could help them navigate their own university journey.
Peer Support: Share three pieces of advice they would give to future incoming students based on the lessons learned.
Impact: Encourages active processing and personal application of belonging concepts.
Perceptions: Students rate the usefulness, enjoyment, relatability, and impact of the stories on their university understanding.
Emotional Impact: Assessment of positive emotions (empowerment, reassurance, motivation) and negative emotions experienced.
Belonging & Diversity: Evaluation of anticipated sense of belonging and appreciation for diverse perspectives on campus.
Support-Seeking: Attitudes towards seeking help, advice, and mentorship as normal parts of the learning process.
Multi-cohort study with first-year Engineering students (2023-2024)
Engineering students completed the intervention across 2023 and 2024 cohorts
Pass rate in Engineering Mathematics 115 for participants vs 69% for non-participants (p<0.0001)
Retention rate for MDC participants vs 74% for non-participants (p<0.0001)
Retention rate when combined with Growth Mindset intervention vs 85% without combination (p<0.01)
First-generation students and those from disadvantaged socioeconomic backgrounds reported significantly higher positive perceptions and emotions from the intervention (p<0.001), suggesting particular benefit for those facing additional transition challenges.
Participants significantly outperformed non-participants in Engineering Mathematics 115 across all demographic groups: Gen1 students (53.3 vs 43.9, p<0.0001), continuing-generation (58.9 vs 52.0, p<0.0001).
Overall sense of belonging score of 5.48 out of 7 for all participants, with no significant differences between demographic groups, indicating universal effectiveness in promoting belonging.
High scores on appreciating differences (6.04/7) and seeking support (6.06/7), with 94% agreement that multiple perspectives are important on campus.
Disadvantaged students emphasized overcoming obstacles and building support systems, while advantaged students focused on personal growth and new experiences, revealing common threads around adaptation and resilience.
Students who participated in both MDC and Growth Mindset interventions showed highest retention rates (93-100%), suggesting powerful combined effects when addressing both belonging and mindset simultaneously.
Access the intervention during your welcoming week or through the platform
Visit Feel at Home WebsiteAvailable to first-year Science and Engineering students
Our peer-reviewed sense of belonging intervention has demonstrated significant impact on academic performance, retention rates, and student wellbeing. Other higher education institutions interested in implementing the Feel at Home intervention are invited to reach out to explore partnership opportunities.
Implementation is subject to certain conditions, including train-the-trainer education and using our platform under licence to ensure program fidelity and effectiveness.
• Research-validated intervention framework and materials
• Comprehensive train-the-trainer program
• Implementation guidance and ongoing support
• Access to assessment tools and outcome measures