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Using historical approaches to understand contemporary student loneliness

Sarah Crook Orcid Logo

Higher Education Research & Development, Volume: 44, Issue: 2, Pages: 338 - 353

Swansea University Author: Sarah Crook Orcid Logo

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DOI (Published version): 10.1080/07294360.2024.2393122

Abstract

Student loneliness is a global problem, with universities struggling to tackle an issue that has important implications for student success, satisfaction, and mental health. This research uses archival material from the 1960s and 1970s alongside qualitative discussions with contemporary students to...

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Published in: Higher Education Research & Development
ISSN: 0729-4360 1469-8366
Published: Informa UK Limited 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa67137
first_indexed 2024-07-15T11:52:58Z
last_indexed 2025-02-26T05:51:28Z
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spelling 2025-02-25T10:37:57.7405904 v2 67137 2024-07-15 Using historical approaches to understand contemporary student loneliness b35484cf604604b6d6bc6873677417d1 0000-0002-1288-1488 Sarah Crook Sarah Crook true false 2024-07-15 CACS Student loneliness is a global problem, with universities struggling to tackle an issue that has important implications for student success, satisfaction, and mental health. This research uses archival material from the 1960s and 1970s alongside qualitative discussions with contemporary students to explore the ways that experiences of loneliness within British higher education have changed across recent decades. Such an approach bridges the divergent approaches taken by different scholarly disciplines, applying focus group methodologies to the consideration of archival material. For this project five focus groups were held with undergraduate students at four universities in England, Wales and Scotland. This article argues for the contemporary relevance of historical research into student loneliness, exploring student responses to their predecessors’ experiences of loneliness. It argues that equipping undergraduates with a deeper knowledge about their forerunners’ experiences of disconnection can trouble some of the stereotypes, assumptions, and expectations around the sociable ‘student experience’ today. Such an approach has widespread implications for researchers’ and policy makers’ understandings of the potential role of interdisciplinary and humanities-generated knowledge in addressing social problems within higher education. Journal Article Higher Education Research & Development 44 2 338 353 Informa UK Limited 0729-4360 1469-8366 Universities; loneliness; students; history; social science 14 11 2024 2024-11-14 10.1080/07294360.2024.2393122 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University SU Library paid the OA fee (TA Institutional Deal) This work was supported by the Economic and Social Research Council (ESRC), via SMaRteN, https://www.smarten.org.uk/, as part of its ‘answering students’ key questions’ funding call. Grant Ref: ES/S00324X/1. 2025-02-25T10:37:57.7405904 2024-07-15T12:49:52.1615940 Faculty of Humanities and Social Sciences School of Culture and Communication - History Sarah Crook 0000-0002-1288-1488 1 67137__32949__3f6b8fa1f6c842e49baf8e7423f32254.pdf 67137.VoR.pdf 2024-11-22T09:38:15.1888259 Output 792586 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title Using historical approaches to understand contemporary student loneliness
spellingShingle Using historical approaches to understand contemporary student loneliness
Sarah Crook
title_short Using historical approaches to understand contemporary student loneliness
title_full Using historical approaches to understand contemporary student loneliness
title_fullStr Using historical approaches to understand contemporary student loneliness
title_full_unstemmed Using historical approaches to understand contemporary student loneliness
title_sort Using historical approaches to understand contemporary student loneliness
author_id_str_mv b35484cf604604b6d6bc6873677417d1
author_id_fullname_str_mv b35484cf604604b6d6bc6873677417d1_***_Sarah Crook
author Sarah Crook
author2 Sarah Crook
format Journal article
container_title Higher Education Research & Development
container_volume 44
container_issue 2
container_start_page 338
publishDate 2024
institution Swansea University
issn 0729-4360
1469-8366
doi_str_mv 10.1080/07294360.2024.2393122
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - History{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - History
document_store_str 1
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description Student loneliness is a global problem, with universities struggling to tackle an issue that has important implications for student success, satisfaction, and mental health. This research uses archival material from the 1960s and 1970s alongside qualitative discussions with contemporary students to explore the ways that experiences of loneliness within British higher education have changed across recent decades. Such an approach bridges the divergent approaches taken by different scholarly disciplines, applying focus group methodologies to the consideration of archival material. For this project five focus groups were held with undergraduate students at four universities in England, Wales and Scotland. This article argues for the contemporary relevance of historical research into student loneliness, exploring student responses to their predecessors’ experiences of loneliness. It argues that equipping undergraduates with a deeper knowledge about their forerunners’ experiences of disconnection can trouble some of the stereotypes, assumptions, and expectations around the sociable ‘student experience’ today. Such an approach has widespread implications for researchers’ and policy makers’ understandings of the potential role of interdisciplinary and humanities-generated knowledge in addressing social problems within higher education.
published_date 2024-11-14T17:32:12Z
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