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.

Support Services:

Individual counselling and appointments (also remotely): 

• ENG Loneliness Work — HelsinkiMissio

Peer groups: 

• ENG Chat – Nyyti ry

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

• ENG The Loneliness Workbook — HelsinkiMissio

Linkit tarkistettu 11.6.2024