Belonging Makes the Difference
When students feel a sense of connection to their peers, instructors, and the institution, they are more likely to stay enrolled, participate actively, and develop leadership capacity. Marraccini and Brier (2017) found that strong school connectedness correlates with fewer symptoms of depression and anxiety, reinforcing its role in both academic persistence and emotional well-being.  Even when content is well-designed, students are less likely to succeed if they feel isolated from their peers. Belonging creates the foundation for meaningful engagement.

Who Are Military-Connected Students?
Military-connected students include veterans, active-duty service members, National Guard members, Reservists, ROTC cadets, and the dependents or spouses of military personnel. Many are adult learners managing work, family responsibilities, and the transition from military to academic culture (Ackerman et al., 2009).

These students often bring leadership experience and maturity to campus, yet they may face challenges related to reintegration, invisible injuries, or feeling disconnected from younger peers. Some veterans choose not to disclose their status due to stigma or fear of being misunderstood (Vacchi, 2012). Environments that recognize their contributions and offer targeted support foster stronger academic and social outcomes.

Who Are First-Generation College Students?
First-generation college students (FGCS) are defined as those whose parents or guardians did not earn a bachelor’s degree (Chang et al., 2020; Phillips et al., 2020). These students frequently navigate academic environments without the benefit of parental experience, often managing cultural unfamiliarity, financial pressures, and self-doubt.

Belonging gives FGCS the encouragement and context they need to see themselves as capable and deserving of success. This sense of connection helps them persist through obstacles and build confidence in their academic identities.

What the Research Reveals
Research consistently shows that both military-connected and first-generation students benefit from intentional support structures that promote a sense of belonging.

• Albright et al. (2020) demonstrated that student veterans who participated in community and civic service activities reported higher levels of well-being. Kinney, Nigliazzo, and Porter (2020) emphasized the importance of services that validate veterans’ identities and provide flexible, personalized support.
• Lewis and Gloria (2025) examined the role of instructor recognition, referred to as “instructor mattering,” in shaping the college experiences of student veterans. In a study of 104 student service members and veterans, they found that when students felt their instructors recognized and valued them, their sense of well-being and belonging increased. This perception also improved engagement and motivation across academic settings.
• First-generation students report similar patterns. In my study of online FGCS (Henlon, 2025), participants reported that virtual extracurricular activities, such as peer panels, alumni sessions, and informal group chats, helped them feel more engaged, confident, and academically connected. They described these spaces as places where they were seen, supported, and invited to participate fully.
• Fong et al. (2024) provided further insight through a review that linked belonging to GPA, graduation rates, and persistence. They found that these benefits were especially significant for students from marginalized backgrounds, including racially minoritized students and women in STEM fields.

The Psychology Behind Belonging
Self-Determination Theory (Deci & Ryan, 2000) outlines three core needs that fuel motivation: autonomy, competence, and relatedness. Relatedness, or the feeling of meaningful connection to others, supports motivation, focus, and emotional resilience.

Students who feel they matter are more likely to persist through challenges. A culture that supports relatedness leads to stronger academic outcomes, improved retention, and more confident learners.

Designing for Connection
Creating a campus culture of belonging requires more than program offerings. It requires institutional commitment to inclusion, visibility, and sustained outreach. Here are several strategies supported by research and practice:

• Tailored welcome programs: Offer targeted orientation sessions for military-connected and first-generation students. These spaces create early access to networks and role models who share their experiences.
• Proactive mentorship systems: Pair students with faculty, staff, or peer mentors who offer consistent support and understand their context.
• Peer communities and learning cohorts: Facilitate learning communities and student organizations that provide safe spaces for shared identity and mutual support, fostering a sense of belonging and community.
• Visible storytelling: Regularly feature stories and achievements of military-connected and first-gen students in campus communications and events.
• Accessible leadership roles: Offer meaningful opportunities for service and leadership that match students’ skills and availability, building community and confidence.

Moving Forward
Faculty, administrators, and staff can ask themselves:

• Do students see themselves reflected in campus culture?
• Are there clearly mapped paths to connection and contribution?

Motivation and persistence thrive in environments where students feel known, valued, and included. By investing in belonging, institutions support students in becoming engaged scholars and capable leaders.

Call to Action: Build with Dr. Jessica Henlon

If your institution, team, or organization is ready to deepen belonging and empower underserved students, let’s work together.

Whether you need a keynote speaker, student engagement strategy, or first-gen program design, I offer:

• A Fractional Chief Operating Officer (COO)
• Research-based consulting
• Custom workshops and retreats
• Online learning and co-curricular design
• Leadership training and storytelling activation

Book a consultation or learn more at jessicahenlon.com

About the Author

Dr. Jessica Henlon is an Educational Psychologist, author, and founder of Dr. Jessica Henlon Consulting Co. With over 25 years of experience in student development and community engagement, she specializes in designing inclusive systems that foster motivation, belonging, and growth.  Her recent research examined how online extracurricular engagement enhances academic persistence among first-generation learners. Known for her warmth, clarity, and strategic insight, Dr. Henlon partners with campuses, nonprofits, businesses, and creatives to bring their visions to life.

References

Ackerman, R., DiRamio, D., & Garza Mitchell, R. L. (2009). Transitions: Combat veterans as college students. New Directions for Student Services, 2009(126), 5–14. https://doi.org/10.1002/ss.311

Albright, G. L., Goldman, R., Shockley, K. M., McDevitt, F., & Seidel, J. (2020). Civic engagement and well-being among student veterans. Journal of College Student Development, 61(6), 696–701. https://doi.org/10.1353/csd.2020.0064

Chang, J., Wang, H., & Fung, H. H. (2020). Interdependent self-construal and its implications for first-generation college students. Journal of College Student Development, 61(3), 327–342. https://doi.org/10.1353/csd.2020.0029

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Fong, C. J., Adelugba, S. F., Garza, M., Lorenzi Pinto, G., Gonzales, C., Zarei, P., & Rozek, C. S. (2024). A scoping review of the associations between sense of belonging and academic outcomes in postsecondary education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09974-y

Henlon, J. (2025). Exploring the learning experiences of online first-generation college students participating in virtual extracurricular activities (Publication No. 32114979) [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses. https://www.proquest.com/docview/3217854749

Kinney, S., Nigliazzo, D., & Porter, R. (2020). Motivation and adjustment in student veterans: A qualitative analysis of postsecondary support systems. Journal of Veteran Studies, 6(1), 1–15. https://doi.org/10.21061/jvs.v6i1.144

Lewis, D. S., & Gloria, A. M. (2025). A psychosociocultural exploration of student service members/veterans’ well-being in higher education: The role of mattering, dedicated SSM/V space, and combat deployment. Journal of Veteran Studies, 11(1), 182–193. https://doi.org/10.21061/jvs.v11i1.618

Marraccini, M. E., & Brier, Z. M. (2017). School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis. School Psychology Quarterly, 32(1), 5–17. https://doi.org/10.1037/spq0000192

Phillips, L. T., Stephens, N. M., & Townsend, S. S. (2020). Access is not enough: Cultural mismatch persists to limit first-generation students’ opportunities for achievement throughout college. Journal of Personality and Social Psychology, 119(5), 1112–1131. https://doi.org/10.1037/pspa0000261

Vacchi, D. T. (2012). Considering student veterans on the twenty-first-century college campus. About Campus, 17(2), 15–21. https://doi.org/10.1002/abc.21075