









































Loneliness & College Students: 
A Needs Assessment Regarding 

Georgetown Student Experiences 
in a Post-Virtual World

Kelsey Lyons, Marcus Magsayo, Riya Maheshwari

 
GEORGETOWN SCIENTIFIC
RESEARCH JOURNAL

Volume Three
Edition Two
Spring 2023

41



Georgetown Scientific Research Journal 

 

Loneliness & College Students: A Needs Assessment Regarding 
Georgetown Student Experiences in a Post-Virtual World 

KKeellsseeyy  LLyyoonnss,,  MMaarrccuuss  MMaaggssaayyoo,,  RRiiyyaa  MMaahheesshhwwaarrii  

Department of Health Management and Policy, Georgetown University, Washington, D.C., United States of 
America 
E-mail: kel94@georgetown.edu 
hhttttppss::////ddooii..oorrgg//1100..4488009911//ggssrr..vv33ii22..7700  

AAbbssttrraacctt  

The educational adjustments to the COVID-19 pandemic (e.g., distance learning and Zoom) have led 
to instances of loneliness and isolation among college students, especially at residential campuses such as 
Georgetown University. Such social disengagement can have a significant impact on a student’s 
transition to campus and can have a lasting effect on the rest of their college life. This needs assessment 
(performed in the Spring of 2022) explores the impact of loneliness among students, including themes 
such as mental health issues, loss of campus engagement, and problems with relationship-building. Pre-
pandemic data on the social experiences of high-risk populations on college campuses are included to 
highlight how the post-virtual environment may have exacerbated varying pre-existing levels of 
loneliness. This data provides background for the needs assessment of the post-virtual world, as the core 
focus of this paper is solely post-virtual education/post-pandemic student experiences. We hypothesized 
that student and faculty interviews conducted at Georgetown University, and scholarly analysis of 
literature, would indicate the need for improved social support in the college setting. Students reported a 
lack of connection and increased mental health challenges due to the virtual environment of education 
during the COVID-19 pandemic. From the research, we determined that an app to address student 
loneliness (Nod), opportunities to engage with faculty, spaces of well-being on campus, and quality and 
accessible mental health resources are recommended to combat student loneliness. The negative impacts 
of the pandemic are still affecting college students today. Thus, it is necessary to identify ways to 
mitigate increased loneliness and isolation.  
Keywords: loneliness, college, COVID-19, virtual

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AAmmoonngg  CCoolllleeggee  SSttuuddeennttss 

11..11  SSccooppee  ooff  tthhee  PPrroobblleemm  
Loneliness and social isolation describe a co-

related phenomenon that was exacerbated by 
quarantine, isolation, and social distancing due to 
the COVID-19 pandemic. Loneliness is defined 
as a subjective experience where one feels alone. 
Social isolation refers to an objective condition 
where one’s experiences are restricted by their 
social environments and interactions.1 At  

Georgetown University, like many other colleges 
across the nation, the public health crisis led to 
shifts in the learning and residential living 
environment. Classes at Georgetown remained 
virtual for both Fall 2020 and Spring 2021 
semesters, with a limited number of students 
residing on campus and in neighboring 
communities.     

According to the Student Mental Health 
Survey conducted by Active Minds (2020), student 
well-being was impacted by the pandemic with a 
significant amount of college students (34.46%)  

42



Georgetown Scientific Research Journal 
 

 

stating that their mental health worsened and 
77.76% reporting that they felt lonely or isolated 
overall; this result was statistically significant when 
compared to high school students (76.00%).2 
Although more recent studies on student 
loneliness that detail post-virtual attitudes are yet 
to be published, researchers theorize that 
loneliness will be a prevalent downstream effect of 
the pandemic in young people (ages 18-30 years).3 
Brain development in the surveyed population is 
typically not fully complete; they experience 
“disenfranchised grief” regarding the loss of 
“normal life and experiences” from the pre-
pandemic period.3 Based on pre-pandemic data, 
certain high risk populations, discussed next, are 
predicted to have experienced increased risk of 
student loneliness during pandemic-prompted 
virtual learning.  

11..22  HHiigghh  RRiisskk  PPooppuullaattiioonnss    
1.2.1 First Generation Low-Income (FGLI) 
Students  

In The Belonging Study (2019), FGLI 
students at Georgetown reported feeling “inferior” 
and “not welcome on campus because they did not 
fit the Georgetown stereotype.”4 FGLI students 
face unique challenges both in fostering personal 
relationships and within academic settings. These 
challenges may intensify fears of non-belonging 
and lead to social isolation.5 

1.2.2 Students of Underrepresented Racial 
Minorities 

In the February 2020 Cultural Climate Survey, 
conducted before the instructional environment 
transitioned to the virtual space, levels of 
belongingness at Georgetown differed 
significantly by racial and ethnic group: 74.9% of 
White undergraduates stated that they felt like 
they belonged at Georgetown compared to 57.5% 
of Hispanic/Latino students and 47.0% of Black 
students.6 An external source found that under-
represented minority students reported a lower 
sense of belonging and were subject to higher levels 
of stigma and discrimination over the course of the 

pandemic.7 While data has not since been collected 
on belonging at Georgetown, it is predicted that 
the differences from the 2020 survey would remain 
or worsen after virtual education.  
 
1.2.3 LGBTQ+ Youth  

LGBTQ+ students uniquely deal with 
establishing identity and navigating campus life 
during their time in college. Research shows that 
LGBTQ+ youth have higher levels of perceived 
loneliness related to expected rejection from peers 
and community members, as well as sexual 
stigmas.8  

11..33  RReellaatteedd  IIssssuueess  
Loneliness is related to mental health issues, loss 
of (campus) engagement, and problems with 
relationship-building among college students. 
Alongside loneliness, 88.80% of college students in 
the 2020 Active Minds survey stated that they 
experience stress or anxiety. In another interview 
survey of college-aged students, pandemic-related 
mental health concerns such as increased stress and 
anxiety led to poor sleeping habits (86%), 
decreased social interactions (86%), and 
uncertainty about academic performance (82%).9 
Loneliness creates cyclic effects, where well-being 
gradually decreases, and a person becomes more 
isolated.  

11..44  SSuubbjjeeccttiivvee  EExxppeerriieenncceess  &&  KKeeyy  SSttaakkeehhoollddeerr  
PPeerrssppeeccttiivveess  

Focus groups are the chosen method of data 
collection in qualitative health research and allow 
for the exploration of group dynamics, as well as 
individual attitudes. Therefore, a focus group was 
conducted in 2022 to collect specific experiences 
from key Georgetown stakeholders.10 The focus 

group consisted of six students (sophomores, 
juniors, and seniors), one staff 
member/community director, and two members of 
the Georgetown undergraduate faculty.10 All of the 
undergraduate schools at the time were 
represented and the focus group was diverse in 
gender and race.10 

43



Georgetown Scientific Research Journal 
 

 

Upper class students in the focus group agreed  
that they felt involved in campus life post-virtual 
education but had “0% of a connection” to 
Georgetown during the virtual year.11 
Disconnection may have been worse for students 
who did not live in D.C. or did not attend the 
Summer Hilltop Immersion Program (SHIP). 
Students in the focus group said that they “can’t 
imagine what it felt like to not have the 
opportunity to be here.”11 Engagement, mental 
health, and relationship-building were reported to 
be negatively impacted by pandemic-related 
loneliness. A student reported, “My mental health 
was pretty bad because of how disconnected from 
everything I felt.”11 

Students in the focus group felt limited support 
from Georgetown University’s administration, as 
they were “impersonal” and “did not try to foster 
connection.”11 Support from faculty was also 
reported to be inconsistent: “some are very 
understanding and some are so indifferent to 
student struggles.”11 Students found it harder to 
build relationships and connect outside of 
academic settings. Professors had similar views to 
students on this problem. One professor stated, 
“mental health issues were incredibly exacerbated 
due to the stress at the height of the pandemic, 
which we are still experiencing.”11 Another 
professor sensed the lack of community, especially 
among the class of 2024, and found it hard to 
connect with students over Zoom. A community 
director saw students’ isolation from other students 
and their families, and despite very intentional 
communication and check-ins, recognized that 
students were tired and lonely.11 

While leaders on campus tried to connect with 
students and create spaces for them to interact, 
there was a lack of infrastructure to actively meet 
the needs of students.11 Students wished 
Georgetown had provided support groups and 
resources in the virtual environment.11 Today, they 
wish professors and administration would talk 
more openly about mental health, be more flexible 
with virtual options, and seek more opportunities 
to connect through social events.11 A junior stated 

that COVID-19 had a “huge impact on mental 
health and the impacts are still there.”11 

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CCoommmmuunniittyy  

To identify ways to mitigate increased social 
isolation caused by the pandemic, it is important 
to acknowledge pre-existing causes of these 
negative feelings. Stress culture and club culture 
were threats to student engagement before the 
transition to virtual education and remain threats 
after the transition back to in-person education. 
Georgetown is notorious for its workload and 
emphasis on stress culture.11,12 It is not uncommon 
to hear students talking about how late they stayed 
at the library or how little they have eaten so they 
could study.12 These unhealthy decisions are 
typically spoken of as if they are feats to be proud 
of.12 Georgetown University also hosts a unique 
campus environment compared to other colleges 
across the country due to the heightened presence 
of clubs. Student clubs at Georgetown have an 
intense application process. Many are pre-
professional and include an interview process with 
a low acceptance rate.13 The issue with a dominant 
and competitive club culture is that these 
organizations direct most students’ social lives. 
Club culture enables the isolation of students from 
having social events to attend.11,14 The Georgetown 
Student Health Services website states the 
importance of forming new relationships to 
combat student loneliness.15 However, the intense 
club culture only amplifies the stress culture 
because some students lack social outlets. These 
harmful behaviors at Georgetown, mixed with the 
mental health struggles that have arisen from the 
COVID-19 pandemic, have resulted in increased 
medical leaves of absence, an issue that has also 
afflicted other institutions such as Dartmouth 
University and The University of Pennsylvania.16  

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iinn  GGeeoorrggeettoowwnn  ttoo  AAddddrreessss  LLoonneelliinneessss  

Georgetown has two resources to address 
loneliness and related struggles through Student 
Health Services: Counseling & Psychiatric 

44



Georgetown Scientific Research Journal 
 

 

Services (CAPS) and HoyaWell. CAPS’s goal is 
to help students “develop greater self-
understanding, identify and solve problems, and 
improve academic performance through the 
alleviation of psychological, emotional, and 
cognitive barriers.”17 CAPS provides free 
psychological and psychiatric services including 
triage, individual therapy, group therapy, 
psychiatry, workshops, outreach, and 
consultations. HoyaWell is a “24/7/365” free 
virtual mental health service for students. 
HoyaWell was implemented in January 2021 
because many Georgetown students did not have 
access to CAPS, as they were not located in the 
DC area.18  

In addition, Student Health Services’ website 
lists the Center for Personal Development and the 
Campus Ministry as resources for Georgetown 
students that may experience “loneliness or 
homesickness.”15 The “Mental Health, Wellness 
and Health Care Resources” page on Georgetown 
University’s website lists paid resources: Teledoc, 
Open Path Collective, Ayana Therapy, and 
Talkspace. Tips include topics such as How to 
Cope in the Time of COVID-19, Student Guide 
to Zoom, and Student Checklist for Remote 
Learning.19 Student Health Insurance also 
partners with HealthiestYou to provide 24/7 
telehealth services for mental health nationwide.  

It is important to note that Georgetown 
University has programs focused on the high-risk 
populations previously discussed (First Generation 
Low-Income (FGLI) students, students of 
underrepresented racial minorities, and LGBTQ+ 
youth). However, the benefits of specific risk 
factor-related programs were not measured or 
focused on in this needs-assessment. Despite any 
potential positive impacts on students, there 
remained an overall feeling of loneliness and 
isolation by the general student body, as expressed 
by the focus group. 11 

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LLoonneelliinneessss  aatt  GGeeoorrggeettoowwnn   

There is a notion that colleges advocate for 
mental health awareness but do not build adequate 
infrastructure to meet the health needs of students 
empowered to seek out resources.20 This gap exists 
on Georgetown University’s campus. 

Students cite week to month-long waitlists to 
receive support from CAPS. 21 Students are also 
being referred to outside providers and therapists 
when demonstrating the need or desire for long-
term mental health counseling. 21 A survey by The 
Georgetown Voice, a student newspaper, found 
that due to these challenges, only 4.2 percent of 
respondents use CAPS services on a regular basis.22 
The survey also discovered that 70% of 
respondents described their experiences with 
CAPS as unsatisfactory.22 Students believe “one of 
the most widespread sentiments about CAPS is 
that they’re understaffed and overbooked, so 
students aren’t able to access services when it’s not 
a ‘crisis’ or sometimes even when it is one.”22 The 
new service HoyaWell was also met with mixed to 
negative reception due to long delays, sessions 
being cut short, and an occasional inability to find 
a therapist through the program.23 These issues 
pose not only economic barriers, but also place 
LGBTQ+ students and students of color at greater 
risk of not receiving mental health support.21 In 
addition, CAPS has halted previous services such 
as the CAPS Grief Support Group, leading to 
confusion and frustration among students.24 One 
student who was frustrated over the end of this 
group stated, “Being a student at an elite university 
is difficult already, but combining that with 
processing grief without finding peers to talk to has 
made this even harder.”24 The student body has 
clearly voiced their concerns regarding the poor 
quality of mental health services, with activism 
arising from groups such as the Georgetown 
University Student Association (GUSA) and 
Black Survivors Coalition. There remains a need 
for improved quality of mental health services.25 

The Georgetown University community has 
also lost many of the traditions and programs that 
used to connect members from various groups on 
campus. For example, programs such as platED 

45



Georgetown Scientific Research Journal 
 

 

(shared dinners between students and faculty/staff 
within on-campus residential spaces)26 and 
Moveable Feast (meals to foster reflective 
conversations with students and faculty)27 have 
been on pause since 2018 and 2020, respectively. 
These programs allowed students and faculty to 
engage in meaningful conversations around social 
justice topics or academic interests over social 
meals. Loss of such programs and virtual/hybrid 
class environments make it difficult for students to 
engage in face-to-face interactions with their peers 
and professors outside of class.11  
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PPrreevviioouussllyy  ttoo  AAddddrreessss  LLoonneelliinneessss 

Loneliness resulting from virtual learning is 
not an issue exclusive to Georgetown. Georgetown 
can examine other campuses and associated 
research studies to find ways to effectively improve 
mental health and social engagement. 

Nod is an app specifically developed to address 
the increased prevalence of loneliness amongst 
college students due to the COVID-19 pandemic. 
Hopelab, the researchers and developers of the 
app, conducted a study at the University of Oregon 
to assess Nod’s efficacy and feasibility on a college 
campus. Nod provided great benefit to students 
that arrived on campus with elevated levels of 
loneliness and depression. The app protected 
against low social support and a reduced sense of 
belonging.28 

A study using data from the National Survey 
of Student Engagement found that providing 
high-impact practices to first-year students helped 
develop a stronger sense of institutional 
acceptance, especially for minorities. These high-
impact practices included internships, learning 
communities, and undergraduate research. Such 
practices force students to work and interact with 
other students and faculty.29 

A Gallup poll found that increased faculty 
engagement was linked to a better student 
experience. However, the study also found that the 
faculty themselves needed to feel supported with 

necessary resources to heighten their 
engagement.30  

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UUnniivveerrssiittyy  CCoommmmuunniittyy 

To combat the impacts of virtual learning and 
subsequent loneliness among college students, 
several strategies may be implemented within the 
Georgetown community. 

Faculty play a major role in improving the 
mental health and engagement of college students. 
As seen in a study that identified support systems 
for students at a baccalaureate nursing school in 
Southern California, significant instructor support 
was cited as a major factor in easing student anxiety 
over schoolwork. It was difficult for students to 
adapt to the rigor of college courses when 
transitioning from virtual to in-person classes. 
This results in high stress levels and a lowered 
ability to focus on engagements and 
extracurriculars outside of classes; stronger faculty-
student relationships can tackle this issue.31 At 
Georgetown specifically, a revival of programs 
such as platED or Moveable Feast or the 
implementation of new but similar programs 
would provide students an opportunity to not only 
meet different faculty members, but also other 
students.  

As previously mentioned, Nod is an app that 
provides college students the opportunity to build 
connections with fellow peers that may also have 
trouble building a social circle. To mitigate feelings 
of loneliness and isolation, Georgetown University 
should establish a partnership with the Nod 
platform and request a demo for undergraduates.   

A study conducted at McMaster University 
demonstrated that activities such as listening to 
music or watching movies during lockdown had a 
significant positive impact on students’ well-being. 
These activities showed benefits for participants’ 
mental health.32 Movie screenings and music 
performances are excellent ways to immerse 
students in campus life. It is essential to have 
campus activities to combat loneliness and low 

46



Georgetown Scientific Research Journal 
 

 

student engagement, but designated spaces for 
these activities must also be created.  

Student interview responses inspire the 
recommendation for a non-academic, inclusive 
space at Georgetown University. Ideally, this space 
would mitigate feelings of isolation on 
Georgetown University’s campus and foster 
community in an inviting and inclusive setting. 
This gathering spot would act as a comfortable 
setting that students could attend alone to 
socialize. To combat the club culture at 
Georgetown University, this would be a non-
club/organization event space, to avoid 
domination by large groups of students. 
Comfortable seating, food and drink, calming 
music, and collaborative activities would be 
available to maximize student well-being. Spaces 
on campus, such as the basement of Healy Hall, 
have the potential to be transformed into such a 
space.11 

Lastly, university administration could 
improve the quality and accessibility of mental 
health resources. Data suggests that many students 
are not adequately supported by CAPS or 
HoyaWell.21-25 Increased funding could solve the 
understaffed and overbooked problems of these 
resources and more successfully meet the needs of 
students. Funding for mental health services 
should be prioritized at the highest levels of 
decision making at Georgetown University. A 
cross-sectional study conducted found that 
students who employed positive emotional 
expression as a way of coping transitioned to 
virtual education more easily. In addition to 
increased funding and staffing, CAPS and 
HoyaWell could more effectively improve student 
mental health by employing effective promotion 
strategies geared towards coping with the effects of 
the pandemic.  

66..  CCoonncclluussiioonn   
On the college campus, distance learning has 

negatively impacted the social engagement of 
students. With a lack of recreational student spaces 
and poorly sustained mental health resources, 

students struggle to navigate campus social life. 
Social connection is key to a general sense of well-
being. Therefore, it is recommended that there is 
a re-implementation of student spaces curated for 
socializing, an application providing social support 
for those with elevated feelings of depression, 
improved mental health resources, and a greater 
emphasis on student-faculty relationships. The 
struggles of students at Georgetown rooted from 
virtual education are highly applicable across the 
country and the insights gained from this needs 
assessment could benefit other universities looking 
to better understanding the needs of their students. 
The long-term impacts of COVID-19 and the 
virtual learning environment are yet to fully be 
discovered, but the need to address the current 
negative social implications is critical.  

AAcckknnoowwlleeddggeemmeennttss  

We would like to acknowledge the contributions 
of Joan B. Riley, MS, MSN, FNP-BC, FAAN 
who guided our brainstorming and writing 
process. 

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