Important phase in the development towards adulthood
The introductory period marks the beginning of an important phase that often strongly determines the social and professional future of new students. It is an important part of getting to know the new city, both socially and practically. First-year students are guided in finding their way around their new surroundings, so that they can subsequently stand on their own two feet more effectively. Especially now that education will take place almost exclusively online, the foundation laid during this initial period is more important than ever.
The need for social contact is great during this stage of life. This is not without reason: various ‘developmental tasks’ are important for mental development towards adulthood. In this transition to young adulthood, these are primarily social skills, which can only be learned through contact with others. For example, it is important that young people learn during this stage of life to form and maintain relationships[1].
Connectedness an important predictor of students’ mental health
Feeling connected to the environment in which they study is an important predictor of students’ mental health and dropping out of education. For many students, the transition from secondary school to higher education is a complex one. It proceeds more smoothly when a student is quickly integrated academically and socially: involved with the course and the people who work and study there. Students who feel at home in their new study environment and student life are less likely to drop out. They also experience fewer stress symptoms, loneliness, alcohol and drug use, and depressive symptoms[2][3].
Research we conducted into mental health during the first months of the coronavirus pandemic showed that 51% of students feel lonely and 46% experienced depressive and/or anxiety symptoms[4]. Comparable research by Radboud University paints a more positive picture: most students were doing reasonably well, but young students did experience more mental health problems[5]. This group had still been able to complete an introductory period, but had been given little time to build a social network. They therefore especially missed the social aspects of attending classes together[6]. The cohort of students starting their studies this autumn will have far fewer opportunities to meet one another. Their social lives will look different from those of many previous generations of students.
Seeking a balance between online and offline contact
Picnics in the park, special tutorials for first-year students at the university, virtual and real city walks, online pub quizzes, and the use of online and offline buddies and mentors. In recent months, educational institutions, student associations and introduction committees have devised all kinds of introductory activities, taking the coronavirus into account. Some of the activities planned offline cannot go ahead in view of the new rules. This means that getting to know the new city will take place almost entirely online.
The big question, of course, is: to what extent are online meetings an alternative to offline meetings? It is clear that it is possible to maintain contacts online and create an educational environment that allows room for social contact[7]. But is it also possible to build a social network online that has the same strength and in which the same developmental tasks can be learned? Not enough research has yet been conducted to answer that question, but previous research suggests that offline contact is also essential. This certainly applies to these first important months, in which first-year students lay the foundation for their social lives.
Not an easy, but an important task
With the measures announced by the government last week, educational institutions, student associations and introduction committees face a complex task: facilitating offline contact despite the restrictions. We hope that they will make optimal use of the available policy space, creativity, one another’s experiences and scientific insights concerning, for example, social connectedness in online education. Naturally, this must be done with due regard for the risks of spreading the virus.
The mental resilience of many students now starting their studies was already put to the test during their examination period, in which the coronavirus played a major role. In the years to come, their mental resilience will be called upon even more often. A sound social foundation helps with this. It is therefore important that every possible opportunity is used in the coming period to give this new cohort of students the chance to make a good social start. Meeting one another offline is an essential part of this, especially during the first few weeks.
References
- Erikson, E. H. (1968). Identity: Youth and crisis. New York, NY: W. W Norton.
- among others Stebleton, Soria & Huesman, 2014
- among others Dopmeijer et al, submitted, 2020
- not previously published; this concerned an online survey among 876 students.
- https://www.voxweb.nl/nieuws/j...
- https://www.radboudumc.nl/nieu...
- https://ideabook.wp.txstate.ed...