Aim(s): Across two studies, we examine links between students' perceptions of the role of contributions to class discussions in helping them stand out, the importance they place on contributing, and the observed frequency of their attempts to contribute. Method/rationale: We purposefully sampled pre-service teachers at a large university in the US. Two research assistants tracked pre-service teachers' contribution attempts during in-class discussions. In study 1 (N = 164), mediational pathways were examined to understand whether and why students participated more during the semester when they perceived contributions as a means of standing out in class. In study 2 (N = 143), we administered a distinctiveness intervention to half of the participants at the beginning of the semester. Findings: Results of the first study revealed that participants who believed contributing to class discussions was a means to stand out placed higher importance on contributing and made more contribution attempts. Results of the second study revealed that the distinctiveness intervention positively influenced the number of contribution attempts made during large-group discussions. Limitations: We did not assess whether participants exposed to the distinctiveness intervention shifted in their perceptions of the importance of recognising diverse students' voices in their future k-12 classrooms. Conclusions: Findings support the proposition that a sense of belonging is not a passive, but rather an active process. This study demonstrates that one vehicle for satisfying belonging and identity needs is through contributions in the classroom.