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Background <p>Students with a&#xa0;migration background more frequently report a&#xa0;lower sense of belonging, which is associated with higher stress levels and an increased risk of study dropout. Despite its relevance, there is a&#xa0;lack of qualitative research on this topic in the German-speaking higher education context. The aim of this study was to reconstruct the subjective experience of belonging among students with a&#xa0;migration background and to analyze its significance for mental health.</p> Methods <p>The study followed a&#xa0;qualitative exploratory community-based design. Twenty-eight peer interviews were conducted with students with a&#xa0;migration background at a&#xa0;university of applied sciences in the Ruhr region. Data were analyzed using structuring qualitative content analysis according to Kuckartz, theoretically framed by social identity theory (social cure approach), the social determinants of health framework, and the study demands–resources model.</p> Results <p>A&#xa0;sense of belonging emerged as a&#xa0;central resource for mental health. A&#xa0;lack of belonging was associated with emotional exhaustion, demotivation, and psychosomatic symptoms, whereas an experienced sense of belonging functioned as a&#xa0;protective and activating factor. Institutional communication culture, peer dynamics, and structural inequalities were found to substantially shape the sense of belonging.</p> Conclusion <p>Belonging represents a&#xa0;socially and institutionally modifiable determinant of health. Health promotion measures in higher education should therefore address structural, social, and organizational conditions that foster belonging, for example through transparent rules, appreciative communication, and inclusive learning environments.</p>

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Zugehörigkeit und mentale Gesundheit im Studium: Eine qualitative Studie zu Studierenden mit Migrationshintergrund

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月30日

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  • Verena K. Thiem,
  • Claudia Kiessling,
  • Sandra Sülzenbrück

摘要

Background

Students with a migration background more frequently report a lower sense of belonging, which is associated with higher stress levels and an increased risk of study dropout. Despite its relevance, there is a lack of qualitative research on this topic in the German-speaking higher education context. The aim of this study was to reconstruct the subjective experience of belonging among students with a migration background and to analyze its significance for mental health.

Methods

The study followed a qualitative exploratory community-based design. Twenty-eight peer interviews were conducted with students with a migration background at a university of applied sciences in the Ruhr region. Data were analyzed using structuring qualitative content analysis according to Kuckartz, theoretically framed by social identity theory (social cure approach), the social determinants of health framework, and the study demands–resources model.

Results

A sense of belonging emerged as a central resource for mental health. A lack of belonging was associated with emotional exhaustion, demotivation, and psychosomatic symptoms, whereas an experienced sense of belonging functioned as a protective and activating factor. Institutional communication culture, peer dynamics, and structural inequalities were found to substantially shape the sense of belonging.

Conclusion

Belonging represents a socially and institutionally modifiable determinant of health. Health promotion measures in higher education should therefore address structural, social, and organizational conditions that foster belonging, for example through transparent rules, appreciative communication, and inclusive learning environments.