Promoting Sense of Belonging Among First-Generation Students in Occupational Therapy

First-generation students in occupational therapy programs face unique challenges that can impact their sense of belonging and academic success, potentially hindering efforts to diversify the profession. There is limited data on occupational therapy students who identify as first-generation students. However, the literature has noted improved efforts toward a sense of belonging in higher education among students leads to feeling a sense of connectedness with their peers and faculty, aiding in overall well-being, academic performance and retention. In contrast, a lack of these efforts can lead students to experience a diminished sense of belonging to the institution. This article examines the experiences of first-generation occupational therapy students through Bourdieu's theory of field, habitus, and capital, exploring how differences in habitus and capital affect students' ability to navigate academia and connect with peers and faculty. Paid peer mentorship, faculty support initiatives, culturally responsive pedagogies, inclusive and welcoming syllabi, increasing knowledge, access to the available academic support services on campus, and concerted efforts to celebrate first-generation students are ways to improve their sense of belonging. By fostering an inclusive environment, occupational therapy programs can enhance student retention and academic performance, ultimately contributing to a more diverse workforce better equipped to address health disparities and serve varied populations.