Students describe belonging and authenticity as distinct, changing experiences

Updated Sep 07, 2026

Feeling connected does not necessarily mean feeling that one’s distinctive views are valued. Anne-Roos Verbree and colleagues explore both belonging and authenticity among Dutch undergraduates.

What the study reports

The qualitative study involved semi-structured interviews with 21 students at a Dutch research university. Reflexive thematic analysis considered varied backgrounds and experiences.

Students described belonging and authenticity differently across settings and over time. Some experienced space to be themselves without feeling that peers actively valued their individuality. Reported influences included relationships with peers and lecturers, personal development, educational activities, group size and familiarity with campus spaces.

The authors suggest practical possibilities, including smaller groups within large courses. These are implications of interview findings, not tested effects on achievement or retention. The study does not establish the prevalence of particular experiences across universities.

The author-repository abstract and selected publisher methods and results were accessible; the repository’s full-paper download was unavailable. This review therefore omits earlier exact quotations and retains only details supported by those sections.

An editorial application

Ask students where they feel able to participate comfortably, and what helps or hinders that experience. Make room for different ways of connecting rather than treating conformity to one model of student life as success.

Use appropriate local consultation to investigate a reported concern. Do not infer an individual’s hidden identity, risk or support needs from a short survey comment. Evaluate any resulting change against its intended purpose.

Reference

Anne-Roos Verbree, Ulviye Isik, Marieke F. Van Der Schaaf, Leoniek D. N. V. Wijngaards-De Meij and Gönül Dilaver. “Fitting in, feeling true: student experiences of sense of belonging and authenticity.” Studies in Higher Education. DOI: 10.1080/03075079.2026.2617126.

Reviewed 7 September 2026 against accessible primary-source sections. The revision removes unverified quotations and narrows causal and intervention claims. This is a limited-access review.