A new study has shed light on the profound impact that educational transitions can have on the mental health and social well-being of young people. A group of researchers from Åbo Akademi University in Finland and the Norwegian University of Science and Technology conducted a systematic review that examined 32 studies to investigate the connection between educational transitions, loneliness, and mental health among adolescents and emerging adults.
The findings, published in the International Journal of Adolescence and Youth, underscore the complexities of navigating these critical periods, revealing both the potential benefits and the significant risks associated with moving from one educational stage to another.
Amanda Sundqvist, PhD a doctoral researcher at Åbo Akademi University and the lead author of the study, said: “Loneliness and mental illness are growing challenges among today’s young people globally. No reviews have been undertaken through which the results from previous studies have been synthesised specifically for young people. We therefore, within our project on loneliness among adolescents and young adults, sought to synthesise the existing knowledge on whether educational transitions are related to loneliness and mental health among adolescents and emerging adults.”
Educational transitions, such as moving from primary to secondary school or progressing to higher education, are often regarded as milestones in a young person’s life. These transitions can bring about opportunities for personal growth, new friendships, and academic achievements. But the review highlights that these periods are also fraught with challenges that can lead to increased loneliness, anxiety, and other mental health issues.
The study found that while some students thrive during these transitions, forming new social connections and adapting well to their new environments, others struggle significantly. The disruption of existing social networks, the pressure to fit into new social groups, and the demands of adjusting to new academic environments can exacerbate feelings of isolation and stress. This is particularly evident during the transition from secondary school to higher education, where the shift often involves leaving behind established support systems and navigating a more independent lifestyle.
“The key findings in our study were that transitions were associated with both positive and negative outcomes for young people,” Sundqvist noted. “Educational transitions might provide new opportunities but might even increase negative health outcomes. Various individual variables might impact how a transition is experienced, for example, coping strategies, personal resources, sociodemographic characteristics, personality traits, or even attachment style. Social support might constitute a positive resource across transitions.”
The review reveals that the impact of educational transitions on mental health is not uniform but varies depending on individual circumstances and the nature of the transition. For some young people, these changes can trigger or exacerbate mental health issues, including depression, anxiety, and heightened levels of loneliness. The transition to secondary school, in particular, was identified as a critical period where students are at risk of experiencing a decline in mental well-being. The shift to a new school environment, with its unfamiliar social dynamics and academic challenges, can be overwhelming, leading to a sense of loss and uncertainty.
Similarly, the move to higher education, while often associated with excitement and new opportunities, can also be a period of intense stress. The review highlights that students who feel unprepared for the academic and social demands of university life are more likely to experience significant mental health challenges. The first semester is particularly critical, with many students reporting high levels of stress, loneliness, and difficulty in forming new social connections. The physical separation from family and friends can exacerbate this sense of isolation, which will have an adverse effect on their mental health.
One of the key findings of the review is the importance of social support in mitigating the negative effects of educational transitions. “To alleviate negative outcomes for young people, targeted interventions should be developed and support made available and accessible, especially for vulnerable young people,” Sundqvist recommended. “Interventions should be developed so that students can be prepared for and supported during transitions. Additionally, academic activities should be introduced through which school belonging and the formation of peer relationships and quality-based friendships can be promoted.”
The review suggests that educational institutions need to take proactive measures to support students during transitions. This includes providing resources and programmes that promote social integration, as well as ensuring that mental health support is accessible and responsive to the needs of students. For example, schools could implement orientation programmes that not only introduce students to their new academic environment but also help them build social connections before the term begins. Universities, on the other hand, could focus on creating a supportive community that helps students navigate the complexities of university life, particularly during their first year.
Looking ahead, Sundqvist emphasised the need for further research: “Future research should examine how interventions can support individuals who are negatively affected by educational transitions. A focus on the development of specific interventions appropriate for specific age groups or educational levels should be included in future research.”
She added: “More qualitative research examining young people’s experiences of transitions in relation to loneliness and mental health should be undertaken. We are actually already examining this angle in a future study as part of our project on loneliness among adolescents and young adults, which Associate Professor Jessica Hemberg is leading at Åbo Akademi University.
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