Understanding how and why young disabled people experience loneliness

About the study 

This report presents findings from a research project that explored young disabled people’s (aged 16-24) experience of building social connections and loneliness. Previous research has evidenced that long-term feelings of loneliness are associated with higher mortality rates and poorer physical health outcomes. Young people and disabled people are both at disproportionate risk of experiencing loneliness.

The Government’s loneliness strategy intends to tackle loneliness in England, and break the link between poor health, disability and experiences of loneliness. However, there is an evidence gap around how people with certain protected characteristics such as a disability experience loneliness, particularly young people.

To address this evidence gap, the Department for Culture, Media and Sport (DCMS) commissioned NatCen and RSM UK Consulting to conduct research to answer the following questions: 

1. How do young disabled people build social connections (both online and in person)?
2. What factors cause or exacerbate experiences of loneliness among young disabled people? 
3. What types of impacts does loneliness have on young disabled people?
4. What facilitators support young disabled people to reduce / manage loneliness and build social connections? 
   1. What is the role of paid work, further education and higher education in reducing loneliness and building social connection? 
   2. What is the role of wider formal and informal activities in reducing loneliness and building social connection?
5. What barriers do young disabled people experience when trying to reduce / manage loneliness and build social connections?
6. How can loneliness be reduced for young disabled people?
    

Findings 

The report identified a range of factors that influence young disabled peoples’ experiences of loneliness and building social connection: 

• Health-related challenges while in education settings were a key source of feelings of loneliness. Being absent from school was felt to limit opportunities to build friendships at an important life stage. Participants reported that reasonable adjustments, such as reduced timetables and the provision of a support worker, helped them to attend classes more often, thus reducing the impact of school absences on loneliness. Other participants did not receive such support, and were further excluded from inaccessible school trips, or faced disciplinary action when a cognitive disability was treated as a behavioural issue, worsening feelings of isolation and limiting opportunities for building social connections;
• Work and volunteering provided young disabled people with opportunities to meet new people that they otherwise would not interact with, as well as opportunities to build social skills and confidence which supported social connections;
• Young disabled people and stakeholders reported a lack of suitable employment opportunities for young disabled people, and in turn a lack of opportunities to build soft skills (e.g. public speaking) impacting young disabled people’s employability and opportunities for social connection;
• Participants who experienced disability-related stigmatisation faced difficulties forming new connections due to low trust, fears that they would face more negativity and low self-esteem. Participants recalled experiences of stigmatisation, such as people making assumptions about their health, not believing they were disabled, and experiences of bullying;
• Formal support (such as that provided by voluntary organisations and places of work or education) was reported as being helpful in reducing loneliness, being most effective when such support is tailored for the individual, taking a holistic and flexible approach.
   

Methodology 

This research was conducted in three parts: in-depth interviews with young disabled A total of forty-eight interviews were conducted with young disabled people. Participants who took part had experienced a range of different disabilities and health conditions, including those with physical, sensory, or mental / cognitive disabilities. Thirty-six of these interviews were with young disabled people who reported regular and recent feelings of loneliness. Twelve interviews were conducted with young disabled people who did not have any recent (within the last twelve months) experience of loneliness.

A further twelve interviews were conducted with stakeholders with professional experience of supporting young disabled people experiencing loneliness and / or working for organisations that help disabled people to build social connections. Some of the professional stakeholders we interviewed worked solely with disabled people, while others worked more generally with young people (both those with disabilities and those without). Stakeholders included those working in policy, public affairs and research staff at charities and voluntary organisations, directors and project managers at social enterprises, academics, and disability support staff working in education.