This exploratory qualitative study investigated how belonging is understood and experienced by ethnic minorities from socioeconomically disadvantaged (SED) backgrounds in one Irish higher education institution (HEI). Underpinned by Pierre Bourdieu’s theory of cultural reproduction comprising field, habitus and capital, a creative methodological approach captured the lived experiences of nineteen undergraduate students via activity-based focus groups or one-to-one walking or online interviews, which was supplemented by a focus group with seven staff members. Findings reveal the dynamic and multi-dimensional nature of belonging, comprising five core elements: personal, social, spatial, protective, and civic. These findings make several key contributions to knowledge, including defining the pillars of belonging for this student group and exposing a habitus clash that focuses on the social and cultural dimensions of higher education. Additionally, the study highlights the necessity for decisive action to combat racism and discrimination, coupled with the urgency to purposefully adopt strategies for enhancing belonging — particularly the need for dedicated democratic spaces to foster dialogue, leading to transformative action. The study outlines a comprehensive set of recommendations for policy and practice at the national and institutional levels. Nationally, these include the need for enhanced collaboration between government departments and national agencies (e.g., the Higher Education Authority) to address systemic barriers to HE experienced by this student group. Institutionally, these include implementing inclusive practices for fostering a sense of belonging. 1