Social and Academic Belonging: Developing an Ecological Belonging Program for Occupational Therapy Students

Area of Science:

• Occupational Therapy Education
• Graduate Student Well-being
• Social and Academic Belonging

Background:

• Entry-level occupational therapy doctorate (OTD) students frequently face challenges impacting social and academic belonging.
• A deficit exists in evidence-based programs designed to enhance belonging among these students.
• Student well-being and confidence are often compromised by a lack of belonging during their education.

Purpose of the Study:

• To investigate the lived experiences of belonging and adversity among entry-level OTD graduate students.
• To develop an ecological belonging program informed by student experiences to address identified needs.
• To provide a framework for supporting student success in OTD programs.

Main Methods:

• Qualitative descriptive methodology utilizing a constructivist paradigm.
• Focus groups were conducted with 41 entry-level OTD students at an urban research university.
• A semistructured interview guide was employed to gather in-depth insights into student experiences.

Main Results:

• Students reported a lack of social and academic belonging at critical program junctures.
• Common themes included difficulties with peer relationships, work-life balance, and self-doubt regarding career choice and clinical readiness.
• An evidence-based, three-session ecological belonging program, Supporting Hardiness and Inclusion for New Endeavors (SHINE), was created based on these findings.

Conclusions:

• Occupational therapy students commonly experience isolation and self-doubt throughout their graduate studies.
• Tailored, evidence-based interventions are crucial for addressing student adversity and promoting belonging.
• Educators play a vital role in normalizing challenges and supporting student success during key transitions.