## Metadata - Author: Student Minds Hub - Full Title: Theme 12: Social Integration and Belonging - URL: https://hub.studentminds.org.uk/topics/social-integration-and-belonging/ - Date: 2025-01-17 ## Summary Universities should create safe and inclusive communities to help students feel socially integrated and reduce loneliness. Research shows that belonging is crucial for student wellbeing and academic success. Efforts must be made to support students who experience social isolation and to ensure that diverse voices are heard and respected on campus. ## Highlights - Principles of good practice 12.1 Universities take considered action to ensure a diverse, safe community. 12.2 Universities actively and systematically support the social integration of all students. 12.3 Universities take action to tackle the causes and effects of social isolation. 12.4 Universities provide support for those experiencing loneliness. 12.5 Universities work to prevent and address marginalisation, discrimination or harassment of individual students and groups. 12.6 Universities ensure social cohesion and individual differences exist alongside each other, taking account of power dynamics and imbalances. ([View Highlight](https://read.readwise.io/read/01jhrdkjs85x373y7c763g0ajr)) - Research has clearly demonstrated that belonging and social integration are important, not just for student wellbeing, but also for academic achievement and persistence to graduation [[1](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_1), [2](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_2), [3](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_3)]. ([View Highlight](https://read.readwise.io/read/01jhrdn95q4547a0pfge8ptvsz)) - Human beings have a need to belong to a community, have an emotional connection with others, have the attention of others, feel supported and have a sense of status [[5](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_5)]. ([View Highlight](https://read.readwise.io/read/01jhrdnpssgw8pv8jfggz0qrpq)) - Conversely, student loneliness has been shown to be the strongest overall predictor of mental distress in the student population [[6](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_6)]. We know that perceived loneliness reduces cognitive function, mood and immunity[[7](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_7)] and loneliness has a direct negative effect on academic performance [[8](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_8)]. As a result, students who experience loneliness may face a negative emotional cycle in which loneliness reduces mood and academic performance, undermining self–belief and belonging, which further reduces mood. Perceived loneliness has been shown to be a heightened risk factor for the development of mental illness in the general population[[9](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_9)]. It is important to note that loneliness can exist without an individual being socially isolated[[10](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_10)]. Although isolation makes loneliness more likely, it is possible to be socially connected and lonely[[10](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_10)]. Students who experience loneliness may, therefore, benefit from therapeutic interventions. ([View Highlight](https://read.readwise.io/read/01jhrdp8wcw0f8gnya1jkxxtw1)) - Successful social integration appears to matter right from the beginning of a student’s time at university [[3](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_3)]. A study by Kleiber, at al, (2018) indicated that early friendship formation may have long term health implications that are still evident in a student’s final year at university [[11](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_11)]. ([View Highlight](https://read.readwise.io/read/01jhrdq6be39ykwspvxw0dwyxh)) - Beyond this, little work has been done to establish how student friendship groups form, how and why students become socially isolated and how student loneliness can be prevented. Much work to support social integration and the creation of friendship groups, within universities, is often ad hoc and unevaluated. ([View Highlight](https://read.readwise.io/read/01jhre7frm8pf86j485vth8491)) - This is particularly concerning as evidence indicates that, once someone perceives themselves as being lonely, subsequent social interactions are less effective in helping them to become socially connected [[5](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_5)]. ([View Highlight](https://read.readwise.io/read/01jhre7nhqzzhvdgvsqemjktjw)) - Within this there is clearly a need for considered collaboration between universities and students’ unions. There is emerging evidence that, for some students, membership of a club or society can increase their sense of belonging[[16](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_16)]. ([View Highlight](https://read.readwise.io/read/01jhre8ednpjhyxtb51f8a6xcz)) - However, there are a number of delicate balances that must be maintained when considering how universities can create environments in which students can thrive. For universities to be genuinely inclusive, they must remain a forum for diverse and challenging voices. Encountering different experiences, viewpoints and beliefs are a key aspect of student development, and can serve as a protective factor for future mental health by preparing students for future experiences and encounters. Creating a culture of bland conformity is likely to be exclusionary for many and potentially robs students of the opportunity to learn and grow. ([View Highlight](https://read.readwise.io/read/01jhre9r4ncg1yjxpcp6e03xsn)) - A number of philosophers have suggested that the main challenge of all societies and communities is to have stable social rules which can ensure cohesion and general belonging but also accommodate difference and individualism (e.g. [[17](https://universitymentalhealthcharter.org.uk/theme/social-integration-and-belonging/#ref_17)]). Addressing this question seems salient for universities, who wish to create communities to which their students can belong and environments which stretch them and encourage them to thrive. ([View Highlight](https://read.readwise.io/read/01jhre9cfz14gh4v80cqjsmcgg)) - Griffin, J. and Tyrrell, I. (2003). Human Givens. Great Britain: HG Publishing ([View Highlight](https://read.readwise.io/read/01jhre80n6pw57ctp7t7v413a9)) - Kleiber, P., Whillans, A.V. & Chen, F.S. (2018). Long–Term Health Implications of Students’ Friendship Formation during the Transition to University. Applied psychology:health and well–being, 10 (2), pp. 290–308 doi:10.1111/aphw.12131 ([View Highlight](https://read.readwise.io/read/01jhrdw8d6n3bma1rwjrkzjgbg))