A sense of belonging is widely recognized as a critical psychosocial factor that influences student engagement, persistence, and academic success in higher education. However, the relationship between sense of belonging and academic achievement has not been sufficiently explored in non-Western contexts, particularly among Sub-Saharan African students enrolled in Moroccan universities. The present study addresses this gap by examining the association between sense of belonging and academic achievement within this underrepresented population. This study combines the Sense of Belonging Theory and Maslow’s Hierarchy of Needs to understand belonging as a basic mental state that helps start stronger motivation. Specifically, belonging helps meet psychological needs, which then trigger motivation that leads to involvement and better results. This approach shows belonging as more than just a social feeling but as an important step in the motivation process toward success. A quantitative correlational design was utilized. Data were collected from undergraduate students using an adapted version of the Sense of Belonging Instrument (SOBI), which was refined for contextual relevance and cultural sensitivity while maintaining psychometric validity. Academic achievement was measured using grade point averages, and Pearson correlation analysis was performed. The results show a clear positive link between feeling like you belong and doing well in school, underscoring the importance of social and psychological connections for student success. These findings suggest that universities should use inclusive practices to help students feel they belong, such as special orientation programs, peer mentoring, and teaching methods that include everyone. In the broader discussion of inclusive education and student diversity, this study emphasizes that colleges need to offer not just access but also fair and supportive learning environments for students from other countries.