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Teaching and Learning Centre

Pedagogical competence in higher education

Reducing loneliness and fostering community

Loneliness touches numerous students. One in four students experience prolonged loneliness and more than half of the students have more casual experiences of loneliness. (Korkeakouluopiskelijoiden terveys- ja hyvinvointitutkimus 2022). After the corona situation, loneliness is still experienced in higher education institutions to an alarming extent and the experience of loneliness seems to have increased: according to a survey conducted by Nyyti ry and HelsinkiMissio’s joint Yksinäisyystyö korkeakouluissa-project  (N=1975), more than half (51%) of the university students who responded to the survey experience loneliness quite often or continuously. Loneliness can affect any student, but the special risk group includes mentally burdened students, young female students (18-21 years), students belonging to minority groups and students living alone (Parikka et al. 2022; Diehl et al. 2018; Hysing et al. 2020). 

Loneliness has a significant impact on the student’s physical, mental and social well-being, coping and ability to study. Loneliness is linked to, for example, decreased motivation to study, coping with studies, challenges in information processing, development of one’s own expertise and increased risk of dropping out of studies. Loneliness is a greater risk to health than, for example, being overweight or smoking. (e.g. Baarck 2021; Cacioppo et al. 2002; Hawkley & Cacioppo, 2010; Holt-Lunstad et al. 2015; Kraav et al. 2020; Kraav et al. 2021; Bu et al. 2020; Ybarra et al. 2008; Stadtfeld et al. 2019; Lähteenoja 2010; Tinto 1996.) 

It is important that everyone in higher education does their part to reduce students’ loneliness. Even small actions can be crucial. 

Checklist to reduce loneliness and promote community spirit:

  • Reduce stigma and shame associated with loneliness with the right information that reduces students’ feeling of guilt about their loneliness. Bring the topic up in student groups in general, as you may not know which student is feeling inner loneliness. It is useful for everyone to hear about the subject. 
  • Show students that you are interested in them and care about them. Eye contact, greeting, smile or How are you? Asking a question may be enough. 
  • Increases compassion in the study community by influencing the prevailing attitude atmosphere: discuss with students why it is worthwhile for everyone to meet others in a friendly and appreciative manner during the study days, and why these matters matter to everyone. 
  • Enable students to experience peer-to-peer experiences in a cross-sectional way as part of the structures of study days. Group work that follows the principles of safe space and is carried out through randomization, pair discussions, round-ups of belongings and moments of conversation help to establish contacts with fellow students. 
  • Pay attention to equal treatment of students, different life situations, backgrounds and needs. One mold rarely suits everyone. 
  • More information and talk about loneliness in many ways, for example through websites, social media or events and events. 
  • Strengthen your competence in encountering loneliness as part of your own activities and encourage other actors to also increase their own capabilities to tackle the topic. Share good practices in your work community and make use of each other’s peer support in dealing with the topic. 
  • Encourage students to seek low-threshold support for loneliness issues from higher education welfare persons, organisations (Nyyti ry, HelsinkiMissio) and student health care. 
  • Also pay attention to the group’s adult students! Speak in terms that suit the target group, not just noticing younger people. For example you can pay attention to the group formation – make sure that there are students form the same age group on the planned group or class.
  • Take advantage of the University’s / UAS’s  support services and collegiate support if you encounter challenging situations or feel unsure to bring up the topic. If necessary, you can ask for help with the situation of a group or student, for example, from Well-being advisors or educational institution pastors.

Support Services: 

Individual counselling and appointments (also remotely):  

Peer groups:  

Students can also benefit from doing the exercises independently and download the exercise book here:  

Additional materials 

Nyyti ry and HelsinkiMission’s materials collected by the joint Loneliness work in higher education institutions project to support the reduction of student loneliness and the promotion of community spirit in higher education institutions. (Available in Finnish only) 

 

References

  • Baarck, Julia & Balahur-Dobrescu, Alexandra & Cassio, ym.(2021). Loneliness in the EU. Insights from surveys and online media data. Publications Office of the European Union. Luxembourg: European Union. 
  • Bu, F. & Steptoe, A. & Fancourt, D. (2020). Who is lonely in lockdown? Cross-cohort analyses of predictors of loneliness before and during the COVID-19 pandemic. Public health 186: 31–34. 
  • Cacioppo, John T. & Hawkley, Louise C. & Crawford, Elizabeth L, ym. (2002). Loneliness and Health: Potential Mechanisms. Psychosomatic Medicine 64(3): 407–417. 
  • Diehl, Katharina & Jansen, Charlotte & Ishchanova, Kamila & Hilger-Kolb, Jennifer (2018). Loneliness at universities: Determinants of emotional and social loneliness among students. International Journal of Environmental Research and Public Health 15(9): 1865. 
  • Hawkley, Louise C & Cacioppo, John (2010). Loneliness matters: a theoretical and empirical review of consequences and mechanisms. Annals of Behavioral Medicine 40: 218–227. 
  • Holt-Lunstad, Julianne & Smith, Timothy. B. & Baker, Mark, ym. (2015). Loneliness and social isolation as risk factors for mortality: a meta-analytic review. Perspectives on Psychological Science 10(2): 227–237. 
  • Hysing, Mari & Petrie, Keith & Bøe, Tormod, ym. (2020). Only the Lonely: A Study of Loneliness Among University Students in Norway. Clinical Psychology in Europe 2(1), 1-16. 
  • Kraav, Siiri-Liisi & Awoyemi, Olutosin & Junttila, Niina, ym. (2020). The effects of loneliness and social isolation on all-cause, injury, cancer, and CVD mortality in a cohort of middle-aged Finnish men. A prospective study. Aging & Mental Health 25(12): 1–10. 
  • Kraav, Siiri-Liisi & Lehto, Soili & Junttila, Niina, ym. (2021). Depression and loneliness may have a direct connection without mediating factors. Nordic Journal of Psychiatry 75(7): 553–557. 
  • Lähteenoja, S. (2010). Uusien opiskelijoiden integroituminen yliopistoon. Sosiaalipsykologinen näkökulma. Yliopistopaino, Helsinki. 
  • Parikka, S., Klemetti R., Ikonen J., Holm, N. & Junttila, N. (2022). Korkeakouluopiskelijoiden yksinäisyyden kokemus ja psyykkinen kuormittuneisuus koronaepidemian kolmannen aallon aikana. Poikkeuksellinen nuoruus korona-aikaan, Nuorten elinolot -vuosikirja 2022 /Terveyden ja hyvinvoinnin laitos (THL), Nuorisotutkimusseura & Valtion nuorisoneuvosto: 167-178. 
  • Stadtfeld, Christoph & Vörös, András & Elmer, Timon, ym. (2019). Integration in emerging socialnetworks explains academic failure and success.Proceedings of the National Academy of Sciences 116(3): 792–797. 
  • Terveyden ja hyvinvoinnin laitos (2021). Korkeakouluopiskelijoiden terveys- ja hyvinvointitutkimus (KOTT). 
  • Tinto, V. (1996). Reconstructing the first year of college. Planning for Higher Education, 25(1), 1-6. 
  • Ybarra, O. et. al (2008). Mental exercising through simple socializing: social interaction promotes general cognitive functioning. Personality and Social Psychology Bulletin. 34(2):248-59