Understanding student loneliness and belonging

On this call we explored loneliness research and considered implications for SUs that are concerned about student mental health and wellbeing.

We also explored new research on belonging, asked what SUs can do to foster it and lobby for change in this space

Recording

Slides

Belonging on Wonkhe

What we covered

• Student loneliness is worse than general youth loneliness – 16% of students felt lonely daily pre-pandemic vs 10% of young people generally, with rates jumping to 25% post-pandemic
• Loneliness directly impacts academic outcomes – Students feeling lonely were more likely to consider dropping out, and those without friends rated course support satisfaction at only 50% vs 85% for those with course friends
• The “triangle effect” – Strong interconnections exist between involvement/engagement, loneliness, and mental health – addressing one positively impacts the others
• Certain groups struggle more – Disabled students were twice as likely to be lonely daily, while international students, commuters, and those living with parents showed significantly higher loneliness rates
• It’s not just a first-year problem – While 50% of first-years reported loneliness, 35% of final-year students still experienced it, with 10%+ having no true friends by graduation
• Timing and entry points matter – Students who miss initial welcome activities struggle to connect later; multiple, lower-stakes entry points throughout the year are needed rather than just big fresher events
• Course-based connections are crucial – Strong belonging was almost always associated with connections made within academic programs, not just through extracurricular activities
• Size and structure create barriers – Large cohorts, massive lectures, and lack of scaffolding for peer connections in academic settings contribute significantly to isolation
• European models show better practice – European universities systematically scaffold peer connections through group mentoring, summer camps, and structured small-group welcome programs
• It’s a prevention issue, not just support – Loneliness signals future support needs; horizontal peer support reduces demand for vertical institutional support, making this a critical preventative mental health intervention

Twenty things to read

1. When students are tutors belonging is built
2. For a good student experience, isn’t it important to start off small?
3. New ways of building community on campus
4. Building belonging a year on – how has higher education changed?
5. Academic societies can make students’ time on campus more magical
6. Meet the SU with 1500 student leaders and a focus on subject belonging
7. Facilitating interactions and connections between students outside of the classroom is crucial for belonging
8. Building campus communities means putting down roots
9. If students need belonging then their SUs need to change
10. Only the lonely – loneliness, student activities and mental wellbeing
11. Time for SUs to write a new chapter on community on campus
12. It’s time we gave students credit for helping out
13. Do students’ unions make a difference?
14. Opportunity blocked: how lonely are students?
15. How to tackle student loneliness
16. More than one in four students feel lonely often or always
17. Covid-19 has amplified student loneliness and distress
18. Belonging inclusion and mental health are all connected
19. Who are the UK’s loneliest students?
20. How to tackle student loneliness before term starts