Michael Troeger: From Access to Belonging in Higher Education

Colleges and universities have made strides in opening the door to higher education, but that is no longer sufficient. Real student success means moving beyond entry to building a sense of belonging for all students. Neurodiverse students and first-generation students, in particular, encounter obstacles that reach far beyond admissions and accommodations.

Michael Troeger, an educational consultant and empathetic advocate, highlights that higher education needs to foster inclusive campus cultures in which all students are observed, attended to, and empowered to succeed. According to Michael Troeger, campuses should be designed not only to admit students but to actively support their growth academically, socially, and emotionally.

Acknowledging the Barriers

Neurodiverse and first-generation students operate in the midst of a complicated matrix of pressures in higher education, balancing demanding academic requirements with the disruptions of learning to navigate new social and cultural contexts.

They frequently experience the double burden of navigating coursework while at the same time learning to advocate for their own needs, navigate independence, and work through institutional systems that sometimes are not set up with their life experiences in mind:

• Academic challenges – coping with intricate coursework, deadlines, and self-advocacy
  
• Social and cultural adaptation – filling gaps in previous educational experiences and adapting to campus norms
  
• Financial and logistical barriers—which can multiply stress and constrict attention to learning
  

Michael Troeger points out that policies and programs may offer access, but real inclusion hinges on changing campus culture to respond to students' holistic needs. No student should feel like they don't belong, Michael Troeger insists. Access is only the beginning. True inclusion requires attention to culture, relationships, and human connection.

Moving Beyond Compliance

Most institutions rest on compliance alone, offering accommodations and support offices. Michael Troeger warns that compliance alone is short-sighted and misses the heart of inclusion. Equity in reality demands:

• Merging support systems into daily student life
   Support should be integrated into everyday experiences—advising, mental health resources, and academic guidance should feel seamless and easy to access.
• Faculty training to respond to diverse needs
   Educators should be equipped to recognize different learning styles and emotional challenges, adapting their teaching to support every student effectively.
• Creating communities where differences are valued
  Campus groups and peer networks should celebrate diversity, encouraging collaboration and respect so that all students feel included and empowered.

Inclusive education models, Michael Troeger points out, benefit all students, not just those with specific needs. Neurodiverse students bring adaptive strategies, and first-generation college students provide resilience and outlook that enrich campus life.

Leadership and Campus Culture

A genuine sense of belonging on campus, for Michael Troeger, starts with emotionally intelligent leadership. Administrators and faculty set the tone for the student experience by exemplifying:

• Decision-making integrity—always making equitable, ethical, and open-minded decisions that establish the standard of excellence for the entire campus community
  
• Empathy-based teaching—acknowledging and addressing each student's various backgrounds, struggles, and strengths with empathy and encouragement
  
• Relational leadership that values connection and trust—establishing authentic connections that enable students to feel valued, heard, and empowered to fully participate in their own education
  

His research on faculty job satisfaction demonstrates that providing support to faculty members enhances their effectiveness in advocating for students. However, toxic academic cultures undermine energy, trust, and advocacy.

Student advocacy is impossible in environments where fear and burnout prevail, Michael Troeger observes. Healthy campuses establish an environment where faculty members are not only teachers but also mentors and advocates who assist students in developing resilience, confidence, and hope outside the classroom.

Practical Steps to Foster Belonging

Michael Troeger suggests a range of strategies for colleges wishing to develop inclusive cultures:

• Personalized guidance, building resilience, and self-advocacy support are embedded in mentoring and advising
  
• Learning cohorts and interest-based groups that support connection and community through peer networks
  
• Leadership and life skills workshops, which address problem-solving, conflict resolution, and ethical decision-making
  
• Reflection and goal-setting practices are integrated into both coursework and co-curricular programs
  
• Proactive mental health support, with trained staff prepared to identify and address emotional or academic issues.
  

These steps allow students to succeed in higher education and build confidence, agency, and belonging. Michael Troeger insists that if we attend to dignity, compassion, and human connection in education, we don't merely graduate students; we graduate humans prepared to contribute with integrity, compassion, and resilience.

Building a Campus of Belonging

Michael Troeger positions inclusive campuses as ecosystems in which culture, leadership, and support systems collaborate to cultivate all students. From the dynamics of classroom life to administrative policies, institutions need to infuse principles of relational leadership, empathy, and equity.

He stresses that champions of vulnerable students need to resist systems that accept "enough," adding that belonging is never fully achieved until all students feel visible, sustained, and able to hope. By transcending access and compliance, colleges can ensure that first-generation and neurodiverse students are not merely present on campus but truly succeed academically, socially, and emotionally.

For Michael Troeger, such a holistic model represents the future of higher education, one in which belonging and inclusion are as rigorously cultivated as intellectual excellence.