Identity Data The Role of Belonging in Supporting Mental Health and Wellness Useful tips for learners, faculty, and staff on how to foster a sense of belonging at Queen's to support mental health and wellness Did you know? Young adults ages 18-25 are more likely to be impacted by mental health challenges than any other age group 1 in 3 postsecondary students lack adequate support for their diverse mental health needs A sense of belonging is vital to supporting students' wellbeing and diverse needs. Students who feel like they belong are more likely to: Engage meaningfully with their program and peers Seek out support when needed Be resilient to stress “When mental health is compromised, or when individuals feel misunderstood or marginalized, belonging is one of the first things to be impacted.” Encouraging Belonging at Queen's Relationship-based supports Encourage relationship-based support strategies, such as peer support initatives and mentorship programs, to reduce feelings of isolation and create a sense of safety and acceptance Integrate belonging into learning Use structured wellness initaitves to create inclusive spaces that value diverse identities and encourage community-builidng. This can include early mentorship for incoming students and initiatives to encourage peer connection during periods of high stress Encourage faculty and staff belonging Belonging is important for everyone! Staff and faculty belonging creates a "trickle down" effect for the students they interact with, enhancing wellbeing throughout the entire academic community Emphasize belonging as a key priority Implement policies that emphasize belonging as a key priority to further support initatives to improve student mental health and wellness For references and additional information: Fostering Sense of Belonging Through Supporting Mental Health and Wellness in Canadian Health Sciences Higher Education: A Scoping Review of Current Practices and Interventions (PDF 433 KB) Research by Tiffany Ng & Design by Vanessa Young