According to a recent study, young adults transitioning through educational stages may experience increased loneliness and mental health challenges. Led by Jessica Hemberg, PhD, an associate professor at Åbo Akademi University in Finland, with Amanda Sundqvist as the first author, the study explores how shifts from secondary school to university or vocational studies can impact young people’s emotional well-being, intensifying feelings of loneliness and stress. Through qualitative interviews with 12 emerging adults, the research reveals that educational transitions often disrupt social networks, increase academic demands, and introduce new social dynamics – all of which can contribute to heightened loneliness and anxiety. The findings were published in the International Journal of Qualitative Studies on Health and Well-being.
For many young adults, the transition to university represents a shift not only in academic expectations but also in lifestyle and social structures. The study found that moving to a new location for university can amplify feelings of isolation, particularly for those who leave behind established social circles and family support. Young adults reported difficulties adjusting to independent living, with some experiencing anxiety related to balancing new academic pressures and managing personal responsibilities. According to the study’s researchers, “Transitions entail changes to a person’s life and can influence their sense of security and prompt emotional navigation and coping.”
In addition to environmental changes, increased academic demands during these transitions can add to stress. Participants described feeling unprepared for the rigorous pace of university courses and often reported a sense of loss of control, which exacerbated anxiety and negatively affected sleep. While some young adults felt academic responsibilities provided a meaningful focus, others experienced burnout and physical symptoms such as heart palpitations and sleeplessness. Hemberg highlights that “preparing students with realistic expectations, information, and knowledge about the transition could also reduce stress,” suggesting that mental health resources tailored to students’ specific challenges might ease this adjustment phase.
Social networks, or the lack thereof, played a central role in the mental health of those transitioning. Many young adults expressed difficulty in forming new friendships in a university setting, which they attributed to changes in social environments and shifting peer groups. Feelings of inadequacy or social anxiety often hindered their ability to create meaningful relationships, leading to further loneliness. While social media offered some a means to stay connected with old friends, it also triggered negative emotions for others, particularly when they saw peers socialising without them. The study also emphasises that “supporting the establishment of new friendships, preventing disruptions in relationships, fostering a more inclusive environment, and encouraging support from teachers and instructors across educational transitions” could be vital steps in addressing this issue.
The study’s researchers suggest that a secure and supportive environment can make these transitions more manageable. They argue that “a better transition experience can be enabled by increasing resources and activities and promoting a secure environment.” Furthermore, fostering inclusive social environments and providing mental health support could aid students navigating these challenging phases. Additionally, the study calls for further qualitative longitudinal research to examine these findings over time, specifically from the perspectives of school psychologists, counsellors, teachers, and other educational staff.
