A Brief Group Social-Belonging Intervention to Improve Mental-Health and Academic Outcomes in BIPOC and First-Generation-to-College Students

Abstract

Despite greater emphasis on diversity and inclusion on college and university campuses, inequities persist. Awareness of structural and social threats to success can lead students from underrepresented identities to question whether they will fully belong at a given institution, which jeopardizes their psychological well-being and academic performance. This study tested a brief social-belonging intervention, delivered in a group format, that emphasized that first-year challenges are normative and that, over time, students develop relationships that deepen their sense of belonging. Participants ( N = 122) who reported poorer belonging at baseline experienced greater depressive symptoms, greater worry, and worse psychological well-being over the 14-month follow-up period. The intervention significantly reduced risk for major depression during the first 2 years of college and specifically reduced risk for participants experiencing more discrimination. Hypotheses that the intervention would improve psychosocial or academic outcomes specifically for Black, Indigenous, and people of color and first-generation-to-college students were not supported.