Background: Substantial evidence links loneliness to poor academic outcomes and poor
employment prospects. Schools have been shown to be places that mitigate or aggravate
loneliness, suggesting a need to consider how schools can better support youth experiencing
loneliness.
Methods: We conducted a narrative review on loneliness in ...
Background: Substantial evidence links loneliness to poor academic outcomes and poor
employment prospects. Schools have been shown to be places that mitigate or aggravate
loneliness, suggesting a need to consider how schools can better support youth experiencing
loneliness.
Methods: We conducted a narrative review on loneliness in childhood and adolescence to
examine the literature on how loneliness changes over the school years and how it influences
learning. We also examined whether there were increases in loneliness because of the COVID19 pandemic and associated school closures, and whether schools can be places for loneliness
interventions/prevention.
Findings: Studies describe how loneliness becomes more prevalent during the adolescent years
and why that is the case. Loneliness is associated with poor academic outcomes and poor health
behaviours that impact learning or turn students away from education. Research shows that
loneliness increased during the COVID-19 pandemic. Evidence suggests that creating positive
social classroom environments, where teacher and classmate support are available, is crucial
in combatting youth loneliness.
Conclusions: Adaptations to the school climate can be made to meet the needs of all students,
reducing loneliness. Investigation of the impacts of school-based loneliness
prevention/intervention is crucial.