Education Universities trying to increase inclusivity need to better retain students of color and first-generation students. Murphy et al. found that an hour-long classroom intervention focused on students' sense of belonging increased the grade point averages of disadvantaged students (especially the most struggling students) in the semester of treatment, improved feelings of academic and social fit 1 year later, and increased retention in each of the following 2 years. Students read stories from upper-year students about the normalcy and temporariness of common challenges of college attendance and completed two writing assignments connecting their own experiences. The double-blind, randomized intervention, conducted through first-year writing courses at a broad-access Hispanic-serving institution shows that the correct short intervention can significantly affect retention. Sci. Adv. 10.1126/sciadv.aba4677 (2020).