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Student loneliness through the pandemic: How, why and where?
Richard Phillips1, Katie Seaborne1, Angus Goldsmith1
1Geography University of Sheffield Sheffield UK.
The Geographical Journal
|May 23, 2022
Summary
Student loneliness intensified during the COVID-19 pandemic due to disrupted spaces and a lack of belonging. Research highlights how universities and policymakers can address this growing issue.
Area of Science:
- Sociology
- Psychology
- Public Health
Background:
- Loneliness is a significant societal and individual problem.
- Higher education students represent a demographic experiencing increased loneliness, particularly during the COVID-19 pandemic.
Purpose of the Study:
- To qualitatively explore the factors contributing to student loneliness during the COVID-19 pandemic.
- To understand the 'how, why, and where' of student loneliness through co-produced research.
Main Methods:
- Qualitative research co-produced with undergraduate and postgraduate students.
- Self-interviews and peer interviews with 46 participants.
- Analysis of objects chosen by participants to represent their lockdown experiences.
Main Results:
- Fragmented living and study spaces disrupted student interactions and relationships.
- Students struggled to establish a sense of belonging in their study locations, increasing loneliness.
- Many students faced difficulties navigating life transitions, exacerbating feelings of isolation.
Conclusions:
- Student loneliness is linked to fragmented environments and a lack of belonging to their institutions and living spaces.
- The pandemic hindered crucial developmental transitions for students, leading to feelings of being 'in limbo'.
- Students demonstrated resilience, developing coping strategies that offer insights for interventions by policymakers and practitioners.
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