Belonging and inclusion in STEM: a mixed-methods study reveals challenges for neurodivergent students in an Australian university

Abstract

Student sense of belonging in Science, Technology, Engineering, and Mathematics (STEM) education is widely recognised as critical to academic engagement and success. This study reports on a baseline survey of undergraduate science students (N = 312) at a large Australian university, examining their feelings of belonging and inclusion in the Bachelor of Science program. A mixed-methods approach was employed, combining quantitative measures of belonging (14 validated scales, reduced via factor analysis to Passive Belonging and Active Engagement dimensions) and qualitative open-ended responses about students’ inclusion experiences. Results indicated generally high levels of belonging, with Active Engagement rated higher (M = 4.18, SD = .59, scale ranged from 1-5 than Passive Belonging (M = 3.75, SD = .69), and infrequent experiences of incivility. No significant differences in belonging emerged across most demographic groups, although neurodiverse students reported poorer active engagement on average. Thematic analysis of 482 written comments revealed potential barriers and facilitators at the university, interpersonal, and individual level that each shape students’ sense of inclusion. Neurodiverse students were overrepresented among those citing interpersonal and structural barriers. These findings provide insight into the current climate of inclusion in STEM and inform strategies—such as enhancing instructional design, faculty training, and peer support—to foster a stronger sense of belonging for all students.