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Teaching and Learning Centre

Pedagogical competence in higher education

Reducing loneliness and fostering community

Loneliness affects a significant number of students. One in four students experiences prolonged loneliness, while more than half report occasional feelings of isolation (Korkeakouluopiskelijoiden terveys- ja hyvinvointitutkimus 2022). Even after the Covid-19 pandemic, loneliness remains alarmingly prevalent in higher education and appears to have increased. 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.) 

Everyone in higher education has a role to play in reducing loneliness. Even small actions can make a huge difference. 

Checklist for reducing loneliness and promoting community spirit:

  • Reduce the stigma and shame associated with loneliness by sharing accurate information to help students understand that loneliness is not a personal failing. Bring up the topic in student groups as you may not know who is feeling lonely. Everyone benefits from increased awareness.
  • Show students that you are interested in them and care about them. Simple gestures –  such as eye contact, a smile, a greeting or asking, “How are you?” – can mean a lot. 
  • Foster compassion across the campus community by encouraging a culture of friendliness and respect. Discuss why positive interactions are important for us all. 
  • Foster peer connections by incorporating structured opportunities for interaction. Group work that follows the principles of safe space and is carried out by assigning students to randomised groups, pair discussions, and conversation rounds helps students to build connections with one another.  
  • Pay attention to the equal treatment of students and their differing circumstances, backgrounds and needs. One size does not fit all. 
  • Raise awareness by using websites, social media and events to share information about loneliness.
  • 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. 
  • Do not forget adult students. Tailor language to all age groups, not just young people. For example, when forming groups, make sure there are students form the same age group in the planned group or class. 
  • Use institutional resources and collegial support. If you encounter challenging situations with a student or a group, seek help, for example, from well-being advisors or university chaplains. 

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 

Materials collected by Nyyti ry and HelsinkiMissio during their joint project on addressing loneliness in higher education support efforts to reduce student loneliness and promote a sense of community 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