A new study has revealed a powerful truth about college success: students who feel they truly belong on campus are significantly more likely to earn their degrees.
The research, led by Wake Forest University psychology professor Shannon Brady, shows that even a small boost in a student’s sense of belonging during their first year can dramatically improve their chances of graduating.
A Small Shift, a Big Impact
According to the study, published in Educational Researcher, a one-point rise on a five-point belonging scale increases a student’s four-year graduation likelihood by 3.4 percentage points. The effect remains strong even after six years, adding 2.7 percentage points to degree-completion odds.
Experts call this a rare and groundbreaking look at how early emotional connection to a college shapes long-term academic outcomes.
“When students feel part of their institution, supported by faculty, engaged in coursework, and connected to their community, their outcomes are different,” Brady said. “Belonging isn’t just ‘nice to have.’ It’s a core driver of student success.”
Why Belonging Matters More Than We Think
The study analyzed data from more than 21,000 students across US two-year and four-year colleges who began college in 2011–12. Researchers tracked their sense of belonging during their first and third years, and then measured who graduated in 2015 and 2017.
Belonging didn’t just affect motivation. Students who felt connected were more likely to seek help, use campus resources, and build supportive academic and social networks, all factors that make them more resilient through college challenges.
And the biggest takeaway: belonging can grow.
Even students who start college feeling unsure or isolated improve their chances of graduating if their sense of connection rises over time.
More Than Just Welcome Week
Brady warns that belonging isn’t created through cheerleading or flashy events.
“For vulnerable students, pompoms and a T-shirt won’t cut it,” she said. Instead, colleges need to tackle structural and psychological barriers, from financial stress to confusing schedules to limited advising, that make some students feel excluded.
Programs like New York’s ASAP, which removes everyday obstacles such as transportation costs and advising gaps, have already shown success in both raising graduation rates and strengthening students’ sense of belonging.
A Call for Better Tracking
Surprisingly, Brady notes that such large-scale evidence simply hasn’t existed until now. She and her co-author, Maithreyi Gopalan of the University of Oregon, urge colleges to implement standardized, multi-item tools that measure belonging over time.
“It’s wild that we are the first ones able to do this,” Brady said, underscoring how crucial ongoing measurement is for shaping policy and student support.
The message is clear: Belonging may be one of the most powerful, overlooked predictors of college completion.
And colleges that invest in helping students feel included, not just welcomed, may hold the key to boosting graduation rates nationwide.
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