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The impact of social anxiety on student learning and well-being in higher education
1School of Applied Social Sciences and Social Work, Plymouth University, Plymouth, Devon, UK. graham.russell@plymouth.ac.uk
Background:
This paper reports findings from two complementary web-surveys conducted in the UK, in which 787 university students described their experiences of social anxiety.
Aims:
The aim was to explore the impact of social anxiety on student learning and well-being in the context of higher education.
Method:
Participants self-selected using a screening tool and completed a web-based questionnaire.
Results:
The findings are consistent with previous research on social anxiety and suggest that for a significant minority of students, social anxiety is a persistent, hidden disability that impacts on learning and well-being.
Conclusions:
The findings highlight the need for enhanced pedagogic support for students with social anxiety.
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