The conditions for connection—belonging as a health-promoting resource within higher education settings in Ireland

Abstract

Student wellbeing has become an increasing concern within higher education, with evidence highlighting the importance of social connection and belonging for mental health. Guided by settings-based health promotion principles, this study examined relationships between wellbeing, belonging, loneliness, and social connectedness among university students. A cross-sectional survey was conducted among students attending a multi-campus technological university in Ireland (N = 409). Participants completed validated measures of mental wellbeing (Warwick–Edinburgh Mental Wellbeing Scale), university belonging, loneliness (UCLA-3), and social connectedness, alongside demographic, and contextual questions. Data were analysed using descriptive statistics, correlations, group comparisons, hierarchical regression, and mediation analysis. Low mental wellbeing was reported by 44.1% of students, while 55.4% experienced elevated loneliness. Mental wellbeing was positively associated with university belonging (r = .51) and social connectedness (r = .45) and negatively associated with loneliness (r = −.41) (all P < .001). University belonging emerged as the strongest predictor of wellbeing (β = .325, P < .001), explaining variance beyond demographic and contextual factors. A significant indirect association between loneliness and wellbeing through university belonging was also observed. Female, sexual minority, first-year students, and students whose commuting affected participation reported poorer outcomes on selected measures. Findings highlight the central role of belonging in student wellbeing and suggest that belonging functions as an important health-promoting resource within higher education. Consistent with Healthy Campus and Health Promoting University approaches, universities should move beyond individualized wellbeing interventions and create social, organizational, and environmental conditions that foster equitable connection, participation, and belonging for increasingly diverse student populations.