A team of academics from the Faulty of Health & Life Sciences, University of Exeter, has developed an interactive card game designed to enhance interaction among players and foster a stronger sense of connection and belonging.
“I have classmates, but no real friends.”
This was the quiet admission of an international student at the end of her second year at university. She had arrived in the UK feeling uncertain, shy and overwhelmed. Her early attempts to engage socially did not lead anywhere, and by the time she felt more confident, most of her classmates had already formed tight-knit groups. “I mostly hung out with people from my home country,” she said. “But I never really felt like I belonged in my cohort.”
Her story stuck with us because it was not unique. In fact, it was heartbreakingly common. For a team of five international academics at the University of Exeter, this sense of social disconnection was something we could all relate to. Many students, particularly those from minoritised backgrounds struggle silently. Their academic performance may be strong, but their sense of belonging, so critical to wellbeing, confidence and success, is often fragile or absent.
And so, The Belonging Game was born.
Building belonging, one card at a time
The Belonging Game is a deceptively simple but deeply powerful tool. It is an interactive card game designed to foster connection, empathy and inclusion among students.
It draws on the lived experiences of diverse learners, creating safe, respectful spaces where students can share stories, reflect on their identities and build real, meaningful connections. But it does more than just break the ice. It invites players to learn about each other’s cultural backgrounds in a way that is natural, respectful and engaging.
Several prompts in the game are specifically designed to spark conversations about cultural traditions, family values, life experiences and social perspectives, allowing students to explore the richness of diversity in the room.
The idea was seeded with small grant funding from the University of Exeter Education Incubator Grant. With the help of student interns, the first prototype was created and tested. The questions were carefully refined to be culturally sensitive, inclusive and mindful of mental wellbeing. The aim was to ensure that all participants, regardless of background, could engage meaningfully and safely in the conversations.
The results were immediate and moving.
“I’ve learnt so much about other people’s cultures,” said one student.
Another reflected, “I enjoyed answering questions I’d never normally be asked; it really made me think.”
Perhaps the most telling comment: “I feel closer to people now. There’s new opportunity for friendship and understanding.”
These are more than just warm sentiments. Research consistently shows that a sense of belonging is one of the most important factors in student success, retention and mental health. Terrell Strayhorn’s work (2018) highlights belonging as a key predictor of academic and personal achievement. Yet many institutional strategies still fall short, especially for students from underrepresented, international or marginalised backgrounds.
The Belonging Game responds to this challenge with a simple but transformative premise. To give students the right space, the right questions and a chance to speak and engage and build connections.
From campus to conference to commercialisation
Since its early days, The Belonging Game has been piloted at several UK universities including Leeds, Glasgow, De Montfort and INTO University. It has appeared at high-profile events like Advance HE’s Student Engagement Conference 2024, where it was described by one participant as “a low-key therapy session.” It’s also been trialled in non-academic settings like the Hope UK Educators’ Conference, demonstrating its versatility.
Educators reported stronger group dynamics. Students described feeling more connected and more confident. Charities working with young people saw its potential to build community beyond the classroom.
A tool for today and tomorrow
The Belonging Game is more than a tool for sparking conversation. While its immediate benefits in fostering student connection and inclusion are evident, our vision extends far beyond those initial moments of interaction. We see the game as a powerful and timely resource for higher education institutions, one that can help nurture the essential future-focused skills students need to thrive.
From intercultural understanding and effective communication to emotional intelligence and collaborative leadership, these competencies are essential in today’s interconnected world. The Belonging Game offers a creative, inclusive way to embed these competencies into the student experience, making learning more human, relevant and future-ready.
The Belonging Game is now available for purchase, ready to transform classrooms, meetings and wider social groups into spaces of genuine connection.
Dr Shalinee Dhayal (Lecturer), Dr Musarrat Maisha Reza, Dr Dominic Wiredu Boakye (Senior Lecturers) are from the Clinical & Biomedical Sciences department and Dr Iveren Winifred Nyinoh (Lecturer) from the Biosciences department, University of Exeter. We are international, experienced educators passionate about social justice in higher education.
