The Future of Education

With alarming statistics regarding mental health from both national and international studies in the broader youth demographic, and particularly among students [1][2][3], this project aims to explore how a supportive learning environment can enhance mental health and quality of life for students facing mental health challenges. Our aim is to investigate how social rituals and interactions affect student engagement and well-being within the university setting, predominantly through the perspective of Randall Collins' interaction ritual theory [4]. Additionally, we aim to integrate concepts from Carl Rogers' theory of personal development [5], focusing on his perspectives regarding the social aspects of learning, to enhance the understanding of factors contributing to student well-being. Drawing on narratives from over 600 students at the Norwegian University of Science and Technology (NTNU), participating in the "In My Experience" project, this study will examine how social communities and relationships influence and shape the student’ experiences. The preliminary findings of the study suggest that social rituals, such as orientation weeks, study groups, and participation in student associations, may act as catalysts for creating strong bonds and a sense of community among students. These rituals, reflecting Collins' framework, appear to have a notable impact on students' well-being, although these conclusions are still tentative. Furthermore, the initial results indicate that these rituals could contribute to identity development, which seems to resonate with Rogers' views on learning as a social processes. These early outcomes hint at the possibility that focusing on interaction rituals in university strategies could promote student engagement and play a key role in supporting students' mental health and overall well-being.

Keywords: Social Rituals, Student Well-Being, Interaction rituals, Mental Health.

References:

[1] Baik, C., Larcombe, W. & Brooker, A. 2019. How universities can enhance student mental wellbeing: The student perspective. Higher Education Research & Development, 38, 674-687.

[2] Larcombe, W., Finch, S., Sore, R., Murray, C. M., Kentish, S., Mulder, R. A., ... & Williams, D. A. (2016). Prevalence and socio-demographic correlates of psychological distress among students at an Australian university. Studies in higher education, 41(6), 1074-1091.

[3] Sivertsen, B., Knudsen, A. K. S., Kirkøen, B., Skogen, J. C., Lagerstrøm, B. O., Lønning, K. J., ... & Reneflot, A. (2023). Prevalence of mental disorders among Norwegian college and university students: a population-based cross-sectional analysis. The Lancet Regional Health–Europe.

[4] Collins, R., Interaction ritual chains. 2004: Princeton university press.

[5] Rogers, C. (2004). On Becoming a Person. London: Constable. (Opprinnelig utgave 1961)