4 key points from webinar

by Terrell L. Strayhorn and J’Quen O. Johnson

THE INTRODUCTION

The World Health Organization, New York Times, and National Public Radio (NPR) all agree that loneliness is at an all-time high across the nation, around the globe. Loneliness refers to social pain or an unpleasant emotional response to perceived disconnection or isolation. A multidimensional emotion, loneliness contains elements of anxiety, fear, and sadness. It can compromise health, well-being, and productivity. However, with programmatic intervention and nurturing support, loneliness can be reduced, if not removed, and give way to sense of belonging, a key to educational success for all students.

Sense of belonging is one word with many definitions. Belonging has been defined as perceived social support and feeling accepted, cared about, or important to a group to which one aspires to belong. Previous research provides fairly persuasive evidence that student success is a function of sense of belonging; belonging is positively correlated with academic achievement, class attendance, social connections, and overall well-being.

Belonging plays a vital role in educational settings. When students feel accepted and valued, they are more likely to persist. The same holds true for disabled students who often face unique challenges in navigating learning spaces not built for them, according to dozens of studies. Disabled students’ challenges range from stigma and inadequate support services to inaccessible facilities and lack of necessary accommodations, just to name a few.

Indeed, belonging is a basic need and a human right, making it a global issue when it comes to disabled student populations. Much of what we know about these students is organized into separate disciplinary- or geographic bins; several scholars have called for approaches that offer a more global perspective on disabled students’ sense of belonging. This is the gap addressed by our webinar.

Screenshot of panelists via Zoom
Screenshot image of panelists via Zoom.

THE WEBINAR

Do Good Work partnered with Dr. Grace Thompson, Associate Professor, at University of Melbourne, to host an international webinar titled, “A Global Perspective: Disabled Students’ Sense of Belonging” on January 27, 2025 (USA). With over 100 registrants, this 75-minute webinar brought together educators, health professionals, and researchers, among others who share a commitment to creating conditions that nurture disabled students’ sense of belonging. 

Disabled students’ sense of belonging has been examined across all educational levels by our distinguished panelists. Panelists included Grace Thompson (music therapy),  Oliver Mutanga (well-being), Maximus Sefotho (inclusion), Antonio Ellis (culturally relevant practices), and Vicki Van Hise (accessibility). Importantly, each has published work on this topic in journals such as Nordic Journal of Music Therapy, South African Journal of Higher Education, and International Journal of Inclusive Education, or brings a wealth of relevant professional experience. For instance, Mutanga and Walker (2017) collected data from four lecturers at two South African institutions to assess their perceptions of disabled students’ academic lives and how institutions responded to their needs. Authors identified four major themes related to the quality and nature of disabled students’ experiences. Themes ranged from a mix of negative and positive attitudes toward disabled students and the importance of disability awareness training to academic preparedness. 

The webinar was co-moderated by J’Quen Johnson and Terrell Strayhorn. Moderators presented four questions to panelists, with a few follow-up probes. For instance, one question asked: “From your perspective and research, how would you define sense of belonging, and why is it particularly significant for disabled students at all levels of education?” Panelists shared powerful insights about belonging for disabled students; these two quotes reflect the depth of comments shared by others: 

“For disabled students at all levels of education, a strong sense of belonging is particularly significant because it directly influences their academic success, mental health, and social development. Historically, disabled students have been marginalized in educational settings due to exclusionary policies, lack of appropriate accommodations, and prevailing deficit-based perspectives on disability. When institutions fail to cultivate environments where disabled students feel fully included, these students are more likely to experience social isolation, low self-esteem, and disengagement from learning.”

“Sense of belonging for me is having people around you who feel like they really get you–they appreciate you. There’s nothing worse than feeling ignored and left out…that exclusion is another form of bullying.”

THE LESSONS LEARNED

Dynamic speakers offered key insights from a global perspective, namely practical strategies for fostering a sense of belonging in learning spaces among disabled students. Key insights include:

  1. Disabled students are not a monolith and treating them as such oversimplifies the diverse realities they navigate in education. Education systems often rely on one-size-fits-all approaches, which fail to account for the vast differences in disabilities, lived experiences, and support needs. Needs vary widely, as students with physical disabilities may require greater accessibility, while those with non-apparent disabilities might benefit from flexible deadlines or mental health accommodations. Accommodations alone cannot ensure equity, as true inclusion requires actively engaging with each student’s unique background and recognizing their full humanity. Humanity, in turn, reminds us that inclusion is often misunderstood as a physical space or a set of policies, but at its core, inclusion is a feeling–a deep, emotional sense of belonging, acceptance, and value that transcends one’s environment.
  2. Several panelists shed light on the pervasive impact of ableism in education, describing it as an invisible yet powerful force that undermines the academic and social experiences of disabled students. Ableism operates by relegating disabled students to second-class status, perpetuating systemic inequities that privilege their nondisabled peers. This bias often manifests in policies, practices, and attitudes that overlook or devalue the contributions and potential of disabled individuals. Panelists emphasized a critical shift in perspective: it is not the medical condition itself that disables students but the barriers created by inaccessible learning environments and exclusionary systems. From inflexible teaching methods to physical and technological obstacles, the education system often reinforces these inequities rather than dismantling them.
  3. Sense of belonging is a basic need, a human right–the same holds true for students with disabilities. They, too, want to feel heard, seen, cared about, and welcome, especially in education- or learning spaces where they’re prone to feeling excluded or (pre)judged. Belonging is a feeling–it can’t be forced. Therefore, educators and institutions must take intentional steps to denounce ableism, renovate campus buildings, revise academic curriculum, employ universal design for learning (UDL) principles in pedagogy and practice, while also moving away from compliance-driven approaches to human-centered policies and programs that prioritize connection, accessibility, and the holistic wellbeing of all students.

“Disclosure without action is mere distraction.”

Strayhorn & Johnson, in-press

THE CONCLUSION

In closing, sense of belonging is key to student success, including disabled students. By addressing ableism, transforming physical structures, and reimagining learning spaces through human-centered approaches, we can create educational spaces where disabled students know they’re safe, secure, empowered, and fully supported to feel a sense of belonging.

REFLECTION QUESTIONS:

  1. In your own words, define sense of belonging.
  2. What strategies can you incorporate to support disabled students’ learning?
  3. What actions can educators and staff take to dismantle ableism and foster a culture of belonging for disabled students?

We encourage you to share your thoughts by using the “Comments” box below, leaving a “reply,” or inviting others to join the discussion. Feel free to tag us (@DoGoodWork) or use the hashtag (#DoGoodWork) to help crowdsource possible solutions and gather more insights. Thank you!


This article was co-authored with J’Quen Johnson, Ph.D. candidate at the University of the Cumberlands and Director of Outreach & Engagement at Do Good Work Consulting.

Author(s)

  • Terrell Strayhorn

    Consultant, DEI Expert, Professor

    Virginia Union University

    Terrell Strayhorn is a professor, public speaker, writer, entrepreneur, and influencer in the fields of education, psychology, corporate training, and community engagement. He contributes to Entrepreneur, AllBusiness, Huffington PostDiverse IssuesThrive GlobalThe TennesseanCharlotte Observer, and more. Dr. Strayhorn is a leading DEI expert, consultant, and life coach who specializes in helping corporations and institutions build cultures of belonging that truly unleash human potential. He is Professor of Education and Psychology at Virginia Union University, where he also serves as Director of Research in the Center for the Study of HBCUs and Principal Investigator of The Belonging Lab.