The Problem
(Loades et al., 2020)
Reasons Why Current College Students May Struggle to Connect or Engage
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Excessive use of social media reduces face-to-face interactions, fostering superficial connections and weakening interpersonal skills. Studies show students view social media as a normalized distraction, impacting academic and social engagement.
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Covid-19’s remote learning and social distancing disrupted key developmental years, limiting social skill development and reducing interest in in-person interactions.
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Remote/hybrid learning during Covid reduced peer interaction opportunities, leading to disconnectedness and weaker social bonds, particularly for students missing traditional classroom environments.
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Rising anxiety, depression, and stress, exacerbated by the pandemic and social media, hinder students’ ability to connect or engage. Online learning periods saw increased distress levels.
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Using smartphones for coursework or social interaction (e.g., texting, notifications) reduces meaningful engagement, though brief smartphone use in class can paradoxically reduce isolation via quick connections.
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In online/hybrid settings, students perceive instructors as less involved, reducing motivation and connection to academic or workplace mentors.
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Apps like Tinder prioritize superficial, transactional interactions, fostering shallow connections and reducing practice in building deeper, meaningful relationships, which impacts social and professional bonding.
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Overreliance on digital communication tools (e.g., texting, Zoom) diminishes comfort with face-to-face interactions, reducing opportunities to build social confidence critical for workplaces.
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Students may turn to recreational drugs or alcohol to cope with stress or social anxiety, which can impair emotional regulation, reduce workplace productivity, and strain relationships.
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Remote learning during formative years decreased participation in clubs or activities, limiting opportunities to build social networks and workplace-relevant skills.
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Social media apps promote curated, idealized lifestyles, leading to comparative depression where students feel inadequate or isolated, reducing their confidence in forming authentic relationships or engaging professionally.
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K-12’s focus on standardized testing over social-emotional learning leaves students unprepared for collaborative workplace environments.
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Balancing academics, jobs, and social pressures causes emotional exhaustion, reducing energy for meaningful connections or workplace engagement.
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Emphasis on personal achievement over collective goals fosters isolation and reduces collaborative skills needed in workplaces.
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Modern neighborhoods and campuses offer fewer organic social interaction opportunities due to urban design or virtual community reliance, weakening social ties.
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Helicopter parenting limits independence and problem-solving skills, affecting workplace initiative and peer relationships.
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Fewer siblings or extended family interactions limit practice in navigating diverse relationships, impacting teamwork skills.
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Rising tuition and job market uncertainty divert focus from social or professional engagement to financial survival.
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Distrust in educational and corporate institutions reduces willingness to engage fully with academic or workplace communities.
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Exposure to short-form content (e.g., TikTok) conditions students for brief, shallow interactions, challenging sustained engagement in work or relationships.
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Political and cultural polarization creates tension in group settings, hindering connections with diverse peers or colleagues.
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Increased use of medications for anxiety or depression may cause side effects like emotional blunting, affecting social engagement or workplace energy.