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<p>A sense of being part of a community is a critical factor in student well-being and academic success. Research has suggested that indicators of interpersonal isolation are therefore important in student-related outcomes, however research has not yet examined the role of existential isolation (EI)—the subjective sense that one’s experiences of reality are fundamentally different and cannot be shared with others. The present research measured (Study 1) and manipulated (Study 2) feelings of EI and interpersonal isolation in student undergraduate samples to examine its impact on student connectedness (Study 1 and 2), university identification (Study 1 and 2), as well as burnout (Study 1). The findings demonstrated the unique role of EI in decreasing university identification and a sense of connectedness with other students, which may ultimately lead to feelings of burnout. Additionally, increased EI (but not interpersonal isolation) was observed among students from increasing degrees of nonnormative (e.g., ethnicity, sexuality, first generation student) backgrounds. These findings highlight the need for higher education institutions to consider how to foster inclusive and supportive environments that address feelings of EI as well as interpersonal isolation.</p>

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Feeling alone in your academic journey: examining the educational implications of existential isolation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月7日

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  • Samuel Fairlamb,
  • Şeyda Alaz Biçaço

摘要

A sense of being part of a community is a critical factor in student well-being and academic success. Research has suggested that indicators of interpersonal isolation are therefore important in student-related outcomes, however research has not yet examined the role of existential isolation (EI)—the subjective sense that one’s experiences of reality are fundamentally different and cannot be shared with others. The present research measured (Study 1) and manipulated (Study 2) feelings of EI and interpersonal isolation in student undergraduate samples to examine its impact on student connectedness (Study 1 and 2), university identification (Study 1 and 2), as well as burnout (Study 1). The findings demonstrated the unique role of EI in decreasing university identification and a sense of connectedness with other students, which may ultimately lead to feelings of burnout. Additionally, increased EI (but not interpersonal isolation) was observed among students from increasing degrees of nonnormative (e.g., ethnicity, sexuality, first generation student) backgrounds. These findings highlight the need for higher education institutions to consider how to foster inclusive and supportive environments that address feelings of EI as well as interpersonal isolation.