Loneliness in educational teams

Everyone can feel lonely at some point, whether alone or surrounded by others, and it's important to recognize the signs of loneliness so you can act as soon as possible, because long-term loneliness can lead to physical and mental health problems.

According to Education Support , 40% of teenagers and young adults aged 16 to 24 often feel lonely. This figure is also consistent with that published in the 2020 Spain Report : 31% of young people under 30 and 18% of those aged 30 to 60 in the Community of Madrid felt lonely before the pandemic.

Educational institutions can be a valuable setting for identifying loneliness among members of the teaching staff, as they are spaces for socialization where relationships of trust, support, and assistance can be fostered. At the same time, it is essential to safeguard the mental health of professionals in this field to maintain a thriving education system.

The need for the other

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Education Support, in collaboration with the Mental Health Foundation, outlines in its guide , Loneliness: A Guide for Teachers and Education Staff, some of the physical (hypertension, high cholesterol, digestive problems, weight gain, or deficiencies in self-care) and mental (anxiety, depression, sleep problems, feelings of unease, or social isolation) implications of prolonged loneliness. It also distinguishes between six types of loneliness:

• Temporary loneliness , which is usually linked to temporary changes in our environment, relationships or personal circumstances.
• Situational loneliness , related to situations in which our circumstances change or do not meet our needs (for example, when we find it difficult to make new friends after moving to a different city).
• Chronic loneliness , that feeling of loneliness that persists for a long time, and which is usually a consequence of previous situations of transient or situational loneliness.
• Social loneliness , related to a lack of social relationships and which can be accentuated by feelings of social anxiety, shyness or low self-esteem.
• Emotional loneliness occurs when there is a loss or absence of an important person with whom one has a significant relationship, such as a partner or a very close and intimate friend.
• Existential loneliness , or the feeling of disconnection from others, is the thought that life lacks meaning. It is sometimes linked to moments of crisis or traumatic events.

To reduce the feelings of loneliness that education professionals may experience at some point in their lives, the guide proposes some personal strategies such as:

• Reflect on the reasons for the feeling of loneliness, identify them.
• Talk to someone about how you are feeling.
• Reconnect with yourself (by practicing a hobby such as writing a diary, for example).
• At work, participate in social activities (such as breakfast or lunchtime) and connect with other adults during breaks.
• Participate in group activities outside of work (in a community center, volunteering, reading clubs, hiking groups, etc.).

It can also be useful to introduce strategies in educational organizations such as mentoring or implementing new forms of teamwork that facilitate connection between members, or mutual support groups.

But to implement these actions, it's crucial to combat the stigma surrounding loneliness and emotional and psychological distress. To this end, it's essential that educational teams are well-informed on the subject and that myths about loneliness are dispelled. It's also important to look out for one another and ask how we are and how we feel, creating safe spaces and environments where we can talk about loneliness. Speaking honestly about one's own discomfort and feelings of loneliness (whether publicly or anonymously) can also be helpful to others who feel lonely.

People in educational teams can feel lonely, and it is important that educational organizations and all professionals in centers can detect their own loneliness and that of their colleagues, acknowledge it and act on it.