Reducing Loneliness Through Curriculum Design: Integrating Education, Psychology, Public Health, and Policy

Loneliness has emerged as a pressing global concern that affects psychological [2], public health [4], educational, and social outcomes. Research conducted across multiple countries revealed that 9–14% of the world’s adolescents experience loneliness on a regular basis [1]. Large-scale studies conducted in schools across over 90 countries revealed the presence of regular feelings of loneliness among school-going students [1]. In the United States, it was found that 1 in 5 people suffer from loneliness on a daily basis [3]. The younger generation is most affected by this [3]. These results not only place loneliness as an individual-level construct but also as a public health issue that requires preventative measures [4]. Schools are a vital institution for the development of young people and are at the intersection of education, psychology, public health, and policy [5,6,7,8,9,10]. This paper will adopt an interdisciplinary approach to examine the roles of the formal, informal, and hidden curricula in teaching human interaction skills and preventing loneliness [5,6,7,8,9,10,11]. Applying curriculum theory, psychology, and public health approaches to prevention [2,4,11], this paper contends that schools can play a social protection role for students if the importance of relationships, feelings of belonging, and emotional intelligence are brought into the curriculum [11]. The policy implications include developing effective standards for social and emotional learning, positive school climate initiatives, and addressing content not covered in the curricula [6,7,8,11]. In this manner, schools can be a solution to loneliness before it becomes a serious problem with mental health and society [2,4].

Loneliness, Curriculum Theory, Education Policy, Public Health, Social-Emotional Learning

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