“A Place to Belong”: Understanding Adult Learners’ Sense of Belonging in Higher Education Using Poetic Inquiry

The purpose of this study was to explore how adult learners in higher education make sense of belonging through their involvement in student organizations. Drawing on semi-structured interviews with six adult learners at a large research university, I employed poetic inquiry to capture the relational, emotional, and developmental dimensions of their experiences. The poetic representations reveal a trajectory marked by initial hesitancy, meaningful invitations from peers, recognition of their contributions, and movement from peripheral participation to active contribution and leadership. These patterns show how belonging deepens when adult learners’ expertise is valued and their presence helps shape organizational culture. They draw attention to the often-overlooked experiences of adult learners in co-curricular spaces and make visible how student organizations support identity development and peer connection. This study underscores the need for intentionally designed environments that recognize adult learners as integral members of campus communities.