From Adler to Allen: How Theories of Belonging Shape Online Graduate Education for Social Workers

Belonging is a fundamental human need critically linked to student motivation, well-being, and academic success in online graduate education. This article presents a narrative review that explores the theoretical and practical applications of Alfred Adler’s concept of social interest (Gemeinschaftsgefühl) and Kelly-Ann Allen’s contemporary model of belonging in online graduate social work education. In the wake of increased virtualization of education, the analysis synthesizes recent empirical evidence to examine the unique challenges of fostering connection in asynchronous and synchronous digital learning environments, particularly for a discipline rooted in relational practice and empathic engagement. The analysis demonstrates a robust alignment between Adlerian principles of community feeling, encouragement, and purpose and Allen’s four-pillar framework (relationships, competence, autonomy, and meaning). Integrating these theories provides a comprehensive, evidence-informed foundation for designing online pedagogy that is both psychologically attuned and pedagogically effective. The article concludes with a series of actionable, evidence-based strategies for educators and institutions to cultivate inclusive, supportive, and engaging online communities. These strategies are designed to mitigate the acute sense of isolation reported in digital learning spaces and promote the development of competent, resilient, and ethically grounded social work professionals prepared for contemporary practice.