Examining College Student Loneliness and What Student Affairs Educators Can Do About It
Health, Safety, and Well-being Student Success Undergraduate
Is college student loneliness now considered expected, or even “normal?” Recent statistics on college student loneliness rates continue to garner attention (Healthy Minds Network, 2025). Consider the following: A report by Trellis Strategies found that 57% of students said they felt lonely (45% sometimes and 12% always), and only 15% of participants reported never feeling lonely (Cornett, 2026). These findings led Inside Higher Ed author Joshua Bay (2026) to ask, “Is this the new normal?” He surmised that loneliness is slowly and quietly reshaping campus life.
As higher education professionals and undergraduate students, we are not entirely surprised by the findings that were generated by Trellis and other surveys. Our writing team (comprised of two undergraduate students and two higher education career professionals) contends the following: 1) college student loneliness is a reason for concern–and should not be accepted as the new normal, and 2) student affairs practitioners and students can take proactive steps to counteract loneliness among college students. For purposes of this blog, we will primarily be focusing on undergraduate students. Yet, we acknowledge that loneliness negatively influences graduate and professional school students, as well as faculty members and student affairs professionals across higher education contexts.
It should be stressed that loneliness is not a disease. However, persistent loneliness that contributes to poor mental health can negatively impact student development, student success, and career development (Tang et al., 2021). It seems paradoxical that, given the rise of social media and technological advances (TikTok, Snap, Instagram, and other tools), today’s students can be so connected yet feel so lonely and often isolated from others (Stebleton et al., 2022). Despite these challenges, student affairs educators appear to be well placed to address the student loneliness problem.
Providing Context: Loneliness and College Student Sense of Belonging
In 2023, the former U.S. Surgeon General Vivek Murthy declared loneliness a public health epidemic. For purposes of this blog, we use the definition put forth in the advisory report: loneliness is a state of mind, “a subjective distressing experience that results from perceived isolation or inadequate meaningful connections, where inadequate refers to the discrepancy or unmet need between an individual’s preferred and actual experience” (Ross, 2024, para. 7). Scholars often examine loneliness through three different dimensions: psychological, societal, and existential or spiritual loneliness (Eisenberg et al., 2024).
Feelings of loneliness are connected to students’ sense of belonging. Strayhorn (2019) defined sense of belonging as “students’ perceived social support on campus, a feeling or sensation of connectedness, and the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the campus community or others on campus such as faculty, staff, and peers” (p. 4). In the following student vignette, Ally (co-author) describes how she sought out a sense of belonging, including this desire to matter, during her first year on campus.
Ally’s Experience as a First-Year Student
One of the co-authors, Ally, is a third-year student at the University of Minnesota-Twin Cities. She reflects on her own first-year experience:
“Moving from a small town in Northern Minnesota to the Twin Cities was a difficult adjustment at first. I was always an A student, involved in various clubs and used to knowing everyone in almost all environments I was in. After going to orientation events alone and seeing other students making friends, I wondered if I would make any friends in my residence hall, like it seemed everyone else had. I missed my family and was questioning if I could do this alone. My advisor heard about my struggles and reached out to me, showing that there was someone on campus who cared about my wellbeing, supporting me until I made new connections. I have learned that we can really underestimate the kindness of others and feel like we are going through things alone, even when that is not the reality.”
Ally’s experience may not completely align with every student, and certainly not all students attend large, land-grant institutions such as the University of Minnesota-Twin Cities. Yet her narrative parallels the stories of most (if not all) first-year students: the desire to feel a sense of belonging in an academic system as a college student (Finkelstein et al., 2026). When students lack that acceptance, they can often feel lonely and disconnected.
Providing Further Evidence: Overview of Loneliness Demographics
Some of the most robust data on loneliness and college student mental health comes from the Healthy Minds data, the nation’s largest study of student mental health with over 84,000 respondents across 135 institutions (Healthy Minds Network, 2025). The good news is that college student mental health has slightly improved overall since the pandemic years. However, there is still work to be done to better support students (Eisenberg et al., 2024).
The findings on loneliness measures still should raise concerns. In 2025, approximately 52% reported elevated levels of loneliness (this was down from 58% in 2022 following the height of the pandemic). Rates of depression and anxiety also fell slightly, but there are still reasons for concern. Feelings of ongoing loneliness can lead to depression, anxiety, and suicidal thoughts in more serious cases. Stebleton and Rowe (2026) urged educators to acknowledge progress in supporting college student mental health while recognizing that many students "are not doing okay" and that institutions should allocate more resources toward support services.
In another study of over 1,100 US college students sponsored by Active Minds (2024), the results suggested a correlation between loneliness and other types of mental health concerns. For example, college students who report feeling lonely are over four times more likely to experience severe psychological distress. Other findings of this study included:
*64.7% of college students report they feel lonely.
*51.7% of college students are concerned about their friends’ mental health.
*28.8% of college students report severe psychological distress.
Loneliness: Disparities Across Student Groups
It is evident that loneliness and mental health do not impact all student groups equitably. Wodika and colleagues (2025) concluded that underrepresented students (by race/gender/sexual/gender identity) had the highest rates of loneliness. First-year students, like Ally’s experience, included some of the highest rates based on year in school. This is not surprising given that first-year students often have concerns about fitting in and making friends.
According to Wodika et al. (2025), “students who identified as non-binary, students of color, and first-year students were more likely to indicate that they were lonely and/or have scores indicative of loneliness" (p. 296). Senior and graduate students in this study had lower rates of loneliness. This finding makes sense - older students might possess stronger connections, having been on campus for longer periods of time. It is important to explore how loneliness might influence other contexts, including the workplace.
Avoiding ‘Career’ Loneliness
Graduating students will be entering a challenging job market soon, which can create a sense of loneliness (Hempel, 2026, 20:40). Most graduates will have different career trajectories and new challenges than students in previous generations –and certainly unique from their parents and grandparents (Michel, 2024). Loneliness among employees in the workplace can negatively impact workers (i.e., new employees such as Gen Z) and have detrimental effects on engagement at work (Boychuk et al., 2018).
Career can be viewed as a constellation of paid and unpaid roles that inevitably shift over one’s lifetime (Hansen, 2011). Work decisions, including finding satisfaction with work, are deeply personal and dissatisfaction; subsequently a lack of meaning or purpose can lead to loneliness, isolation, and burnout (DePetris & Tang, 2023). Mental health, wellbeing, and life-career development are integrated (Milot-Lapointe & Arifoulline, 2025; Redekopp & Huston, 2019).
In-Person Work Advantages for New Workers
New graduates in the workplace often want flexibility in terms of modality, including a preference for hybrid work (Osorio & Madero, 2025). Many workers assume that remote work will bring them more happiness and satisfaction, yet that may not always be the case. Moving forward, younger Gen Z employees may seek out opportunities that include flexible, hybrid work schedules.
NYU professor and podcaster Scott Galloway advised new graduates to work in person as much as possible. Galloway believes that working on-site and in-person allows younger workers to engage in mentoring, meet new people, and have the chance to participate in creative work projects (Sinek, 2026, 60:01). Student affairs professionals share this same message with their students.
Role of Student Affairs Practitioners and Instructors
Student affairs educators serve as frontline responders positioned to bridge the gap between student isolation and institutional resources (Kemmerer, 2025). At the intersection of academic, social, and personal domains, practitioners and instructors are often among the first to notice shifts in student engagement and can respond with timely, relational support (Latz, 2024). Because students frequently perceive these educators as accessible and invested in their wellbeing, their role extends beyond passive support to the active facilitation of connection, belonging, and meaning making (Kemmerer, 2025; Mahoney et al., 2022). Normalizing loneliness is essential, as it reduces stigma and encourages help-seeking behaviors.
By acknowledging that loneliness and the desire for connection are common aspects of the college experience, educators and institutional leaders can reduce stigma and encourage help-seeking (Zirkel, 2025). Like Ally’s advisor, these moments of care help students feel seen, fostering resilience and re-engagement (Redding, 2026). Ultimately, addressing loneliness sits at the core of what we do, shaping student success, persistence, and overall wellbeing.
Identifying Loneliness in Students
Identification of student loneliness requires proactive engagement, particularly during transitional periods such as the first year of college. Because loneliness is often internalized, it may manifest as withdrawal, inconsistent attendance, or diminished academic engagement rather than overt help-seeking (Diehl et al., 2018). Student affairs professionals can leverage both formal methods (e.g., surveys, early alert systems) and informal approaches to recognize these patterns (e.g., advising conversations, classroom observations, faculty interactions). Most importantly, framing loneliness as a common, though not inevitable, aspect of transition can reduce stigma and open pathways for dialogue (Zirkel, 2025).
Student Affairs Educator Interventions
Relationship-centered, developmental advising approaches foster connection, validation, and meaning-making (Grites, 2013). Proactive check-ins can be especially impactful for students who may not independently seek support. Strengths-based advising further supports students in identifying their assets, values, and sense of purpose, all of which serve as important protective factors against isolation and disengagement (Schreiner & Anderson, 2005).
Practical tools such as social networks or relationship mapping can help both students and advisors more clearly see available support networks that span across family, peers, and institutional relationships. Lastly, when appropriate, referrals to campus resources, including counseling services, student organizations, and mentoring programs, extend this network and create multiple pathways for belonging and engagement (Holcombe & Kezar, 2020).
Key Takeaways
In summary, we offer several key points for student affairs educators who support college students and their mental health. Here are five takeaways:
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Loneliness is not a disease. It is widespread and should not be accepted as normal.
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Sense of belonging is central to positive student wellbeing and success.
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Early transitions (especially the undergraduate first year) are critical points for intervention.
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Student affairs educators play a key role in fostering connection and support.
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Proactive, relationship-centered strategies, such as developmental advising models, can reduce isolation and improve outcomes.
Student loneliness should not be accepted as a normal part of the college experience. Even though challenges exist to reduce feelings of isolation and loneliness, student affairs educators, including faculty members and instructors, hold unique roles and spaces to help address these concerns. The intervention steps provided serve as a starting point to support our students.
Discussion Questions:
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What trends have you noticed regarding loneliness among college students?
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Identify 1-2 strategies that you might implement into your own practice.
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What is one new “curiosity” that you have after reading this blog?
References
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