David Mather

by David Mather Universities have invested heavily in understanding awarding gaps. We know more than ever about differential outcomes between student groups. We have sophisticated learning analytics platforms, increasingly accurate predictive models and growing confidence in our ability to identify students who may disengage, withdraw or underperform. This is important work, as it has helped institutions move away from reactive support towards earlier and more informed intervention.

“Belonging” has become one of the most comfortable ideas in higher education. It sits easily in strategies, frameworks and student experience plans. It is rarely challenged. Students who feel they belong are more likely to stay, engage and succeed. That much is well established. What is less examined is what belonging looks like in practice, who defines it and what happens to students who do not recognise themselves in it. At the same time, a large group of students remain unseen: the silent middle.