The impact of social anxiety on student learning and well-being in higher education

Abstract

Background: This paper reports findings from two complementary web-surveys conducted in the UK, in which 787 university students described their experiences of social anxiety.

Aims: The aim was to explore the impact of social anxiety on student learning and well-being in the context of higher education.

Method: Participants self-selected using a screening tool and completed a web-based questionnaire.

Results: The findings are consistent with previous research on social anxiety and suggest that for a significant minority of students, social anxiety is a persistent, hidden disability that impacts on learning and well-being.

Conclusions: The findings highlight the need for enhanced pedagogic support for students with social anxiety.