Andrii Yalanskyi/Shutterstock
Faculty strategically design their course plans to generate discussion and exploration among students, placing growth and evaluation as priorities throughout any given semester. Yet, when loneliness and isolation creep into classrooms, final outcomes may fall short of a well-developed syllabus. Notably, U.S. Surgeon General Vivek Murthy announced this spring that the country currently deals with loneliness and isolation at an epidemic level, leaving educators searching for more opportunities to offer social connectivity as they guide students toward academic success.
“Loneliness is far more than just a bad feeling — it harms both individual and societal health,” shared Murthy. “Social networks are getting smaller, and levels of social participation are declining distinct from whether individuals report that they are lonely.” Although the popular view places the core of social connection on an individual’s race, age, gender, personality, and income, the surgeon general points to more complex influences like a community’s infrastructure, like where a person is born, develops, explores, and receives an education.
Sara Smith, a counselor for mental health services at Kilgore College, places emphasis on social connectivity and its proactive role during this epidemic, noting how it provides students with more ways to relate to others. Also, in return, students may better understand and validate others who are experiencing similar challenges and transitions as they work toward scholarly achievement and professional paths. “Whether a student is experiencing high stress, anxiety, and financial concerns, or just some minor changes during their college career, it is essential that they are connected to a support system in addition to friends and family that they may not be as closely connected to during busy semesters,” Smith explains.
Unfortunately, a setting already altered by COVID, the college classroom holds no immunity to the complications brought on by loneliness and isolation. Moreover, the symptoms and signs of this epidemic, which Murthy describes in detail, may disrupt practiced pedagogical approaches and students’ overall academic experience. For Adrienne Wood, assistant professor of psychology at the University of Virginia, she plans to generate social connectivity by using a small-scale strategy.
“When I teach smaller classes (e.g., 25 students), I’ve discovered that having them sit in small groups that remain consistent throughout the entire semester helps them build friendships within the classroom,” explains Wood. “It not only makes for better discussions, but I’ve also found that if the students first loosen up with their familiar small group, they’re more open to participating with the larger group.”
This fall, the assistant professor will ask students to consider discussion questions while working in their small groups, noting that students will eventually join together to reflect on their findings. “I plan to sprinkle extra credit opportunities into the lectures throughout the semester,” Wood adds. The chance for an academic boost will not be found on her syllabus, but students will not be penalized for missing the class or viewing the lecture at a later date. “I want to gently nudge students to come to class more because I think most students learn better when they are in a live, interactive environment, rather than passively watching a lecture recording in their dorm while also scrolling TikTok.”
Notably, Wood’s research began prior to the spring announcement from the surgeon general. Featured in a UVA article in 2022, she received the National Science Foundation’s CAREER award for her impressive work that has brought the focus on loneliness to both the classroom and the lab. Serving as the director of the Emotion and Behavior Lab at UVA’s College and Graduate School of Arts & Sciences, Wood examines different levels of social connectivity and how they impact loneliness.
As Smith points out, students may cope with their symptoms of loneliness and isolation through unhealthy means, like opting to use drugs or alcohol or neglecting the practice of self-care, which may also create challenges for faculty and fellow students. Moreover, the counselor notes that if students choose harmful ways to manage their symptoms, they invite the possibilities of poorer physical and mental health. Additionally, they may be less involved in positive social activities, and they may become less willing to participate in the classroom. However, she offers some direction as faculty members develop their course instruction and prepare for student engagement:
- Faculty members should express care and concern for students if they notice signs of loneliness and isolation by initiating genuine conversations directly with students, with an attitude of curiosity and non-judgment.
- Students may not always be open to speaking with faculty, especially if they are reserved, but just knowing a faculty member is aware enough to check in on them can be comforting; students may feel more encouraged to seek additional support if needed.
- Faculty members should be aware of both on-campus and community resources to share with students, including information for the college counseling center, support groups, and opportunities to build social connection.
“It is critical that loneliness and isolation be identified and addressed on college campuses to increase student wellness and success and support the institution as a whole,” Smith states. The counselor’s professional advice for campus communities supports points made by the surgeon general, specifically that social networks grow stronger when community-based participation becomes an expected practice. As Murthy highlighted, “Individuals who immerse themselves in community-based activities are more likely to experience stronger feelings of social belonging and develop trusting relationships with fellow community members.”
