Inclusion Matters

For many marginalized university students, inclusion isn’t simply about being present in the classroom or workplace; it’s about being seen, heard, and valued without having to sacrifice one’s identity to survive or succeed. These students carry a weight that is often invisible to those around them: the constant mental and emotional labour of navigating environments that were not built with their realities in mind.

From daily microaggressions to assumptions rooted in accent, language, race, gender, disability, or culture, marginalized students are regularly reminded that they are outsiders in spaces meant to be universal. They are expected to educate others about their identities, to challenge bias diplomatically, to prove their competence, and to explain (sometimes repeatedly) why accessibility, respect, or equity are not optional. In many cases, they feel pressure to shrink parts of themselves in order to fit into systems that quietly reward sameness and penalize difference.

As many students shared with us, this ongoing effort is exhausting, and it has real consequences. Students who do not feel included are less likely to participate fully in campus life, less confident in academic or professional settings, and more vulnerable to mental health struggles such as anxiety, depression, and impostor syndrome. The emotional toll of constantly being “othered” can dim the potential of even the most brilliant minds.

Yet, as students also shared, inclusion doesn’t always require grand gestures. Small, everyday actions from educators, peers, and support staff, such as genuine listening, inclusive language, thoughtful feedback, and acknowledging diverse experience, can have a profound impact. When educators and employers choose to be intentional, when they check in with their unconscious biases and replace assumptions with curiosity, they help build spaces where all students can thrive. These small acts of care and awareness are not just kind; they are transformational. As Seanna from KPU Teaching and Learning notes, “they (students) and you (teachers) are trapped in a structure where you have to choose ingrouping or outgrouping, insider or outsider. Choose neither. Belong to each other as learners” (Belonging, Takacs, 2020).

In this section, we explore why inclusion matters deeply to marginalized university students, not just as a principle, but as a daily necessity. You will read and hear from KPU students with lived experience about the unseen labour many students perform, the impact of exclusion on their academic and professional journeys, and their hopes for how post-secondary can collectively foster environments where belonging isn’t conditional, but a given.