The development of belonging within university communities is an important psychosocial process that influences how first-year students adjust to new academic and social environments. Entering university often requires students to build new relationships, develop social identities, and create connections within diverse peer communities. While institutional support programs help students adapt, everyday peer interactions serve as an important community-level process through which students experience recognition, acceptance, and social inclusion. This study examines the relationship between peer micro-affirmations and belonging among first-year university students from a community psychology perspective. Peer micro-affirmations refer to small interpersonal behaviours that express appreciation, encouragement, respect, and inclusion during social interactions. Although these behaviours may appear simple, repeated experiences of positive peer recognition contribute to stronger feelings of community membership and psychological connection. The study develops an analytical framework to examine how peer-based affirming behaviours influence students’ sense of belonging, social participation, and perceived inclusion within university communities. A scenario-based quantitative research design was used with an illustrative dataset representing first-year student experiences. The analysis considered key dimensions including peer recognition, emotional support, social participation, community connection, and belonging perception. Comparative and statistical evaluation methods were applied to examine the relationship between peer micro-affirmations and belonging outcomes. The findings indicate that students experiencing higher levels of peer micro-affirmations show stronger perceptions of community belonging and social integration. The results suggest that small interpersonal behaviours contribute to supportive university environments. From a community psychology perspective, the study highlights the importance of strengthening relational processes, peer networks, and inclusive social practices within educational communities. This research contributes to understanding how everyday social interactions shape community belonging among university students. The findings provide insights for student support programs, peer mentoring initiatives, and community-building strategies focused on creating more connected and inclusive university environments.