“Peering through the window looking in”: postgraduate experiences of non-belonging and belonging in relation to mental health and wellbeing

Purpose The purpose of this paper is to explore belonging in relation postgraduate wellbeing the light renewed concerns about mental health and group learners. It attends postgraduates’ subjective wellbeing, identifying ways which intertwined with a sense belonging. Belonging situated social domains experiences. This seeks contribute in-depth understandings experiences, make recommendations for practice identify fruitful paths further theorisation research. Design/methodology/approach Two qualitative data sets UK higher education are drawn on here: firstly, longitudinal entailing 33 narrative interviews written reflections doctoral researchers were collected as part phenomenological study learning. Secondly, interview from 20 postgraduates (including masters, professional doctorates PhD researchers) mixed method case research into wellbeing. Postgraduate participants based sciences, humanities, arts disciplines at cross-section institutions. Data analysed thematically focus interconnections between learning Findings A arose key contributing factor emerged multi-faceted, interlinking spatial, relational cultural factors likely be experienced different degrees depending positionalities. Experiences non-belonging understood produced through academic cultures structural inequities. They also pertain uncertain, in-between position For postgraduates, especially, reaching academia was profoundly important aspect their journeys. Conversely, lack linked poor engagement studies. Originality/value engages neglected domain Attending perceptions enabled nuanced links identifies dimensions belonging, an understanding how feelings manifest, might nurtured, potentially contributes