Building authentic student connections in higher education isn’t just a valuable nice-to-have—it’s essential for ensuring their success. For college students, particularly those from first-generation or underserved backgrounds, connections with professors, advisors, and peers often determine whether they struggle or thrive. I’ve seen this play out firsthand as an educator and someone who benefited from meaningful support throughout my academic journey.
I grew up in a community where labels like “at-risk” were assigned frequently. Educators use these terms to direct resources toward students who need them without realizing this language tends to impose limitations. By failing to account for resilience, creativity, or aspirations, labels like these reduce us to statistics. What helped me overcome those limitations wasn’t just grit or determination. It was the relationships I built with people who saw past the label and recognized my potential. These individuals didn’t lower expectations or make assumptions about my abilities but instead held me accountable while providing the guidance I needed to succeed.
This same principle applies in higher education, where the structure may differ but the stakes are just as high. Universities must prioritize connection in ways that acknowledge the diversity of their student populations and address the barriers many students face. Most of the time, colleges and universities do not need large-scale reforms but should instead focus on the small and intentional practices that make a big difference.
Creating a sense of belonging
According to a recent Gallup study, loneliness and isolation are among the most common hurdles in college. Students leave behind familiar environments, often navigating the complexities of academic life without a clear roadmap. For first-generation students, the challenges can be even more significant. Their families might not have the experience to help them understand financial aid processes or advocate for themselves with faculty. Educators can play a vital role in ushering in a sense of belonging for students with various backgrounds.
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Small gestures can have a significant impact. A professor who takes the time to learn about their students’ goals, challenges, or passions sends a message that they care. In large lecture settings, this might feel daunting, but technology offers opportunities to connect even in crowded spaces. Tools allowing live interaction, anonymous questions, or peer feedback help bridge the gap. In smaller classes, meaningful engagement might happen through group projects or discussions that invite students to bring their whole selves into the room.
What matters most is that students feel seen, not as names on rosters or numbers in a learning management system, but as individuals who belong in the academic space.
Bridging families and institutions
While college often marks a time of independence, families remain critical to student success. Many first-generation students rely on their families for emotional support, even if their parents or caregivers lack experience with higher education systems. Universities have an opportunity to engage families in ways that strengthen these bonds.
Workshops or virtual sessions that demystify processes like financial aid, academic planning, or career services can make a huge difference. I’ve seen how bringing families into the conversation helps students feel supported both at home and on campus. This isn’t about making families responsible for their students’ success but instead equips them to play an active role in encouragement and advocacy.
Communities also hold untapped potential. Partnerships with local organizations or businesses create opportunities for students to access internships, mentorships, or community-based projects. These experiences enhance academic learning and help students see how their education connects to the world beyond campus.
Designing inclusive classrooms
The diversity of today’s student populations is one of higher education’s greatest strengths, but it also requires thoughtful approaches to teaching and engagement. Students bring a range of experiences, from cultural differences to economic challenges, and these shape how they interact with the academic environment.
Inclusive teaching begins with awareness. Faculty should understand who their students are, not just demographically but also the barriers they may face or the strengths they bring. For example, a university with a large population of working students might consider flexible deadlines or class schedules to accommodate their realities. In courses emphasizing collaboration, professors might offer guidance on navigating group dynamics with sensitivity to diverse perspectives.
Technology also plays a role in inclusion. Online tools can make learning more accessible, whether through recorded lectures, real-time polls, or discussion boards. But it’s not enough to simply integrate these tools; faculty must use them to foster engagement and participation. The goal should be to make learning more accessible and relevant. When students see that their lived experiences are valued, they are more likely to invest in their education.
The long-term value of student connections
When I think about the educators who shaped my life, I don’t remember every lecture or assignment. What stands out are the moments of encouragement, the advice shared during office hours, and the confidence they helped me build. Those relationships didn’t just help me succeed in school; they set the foundation for my career and empowered me to navigate new challenges.
The same holds true for the students I’ve had the privilege of teaching and mentoring. Years later, they’ll write to share how a conversation, a project, or even a passing comment helped them see their potential in a new way. That’s the power of connection.
