Tag: happiness

  • What America’s Declining Happiness Means — and How Higher Education Fits In

    What America’s Declining Happiness Means — and How Higher Education Fits In

    A recent report has sounded an alarm: happiness in the United States is falling more sharply than in almost every other developed nation. According to coverage by CBS News, Americans increasingly report loneliness, deep political division, and diminished life satisfaction. While this trend is worrying in itself, a closer look shows that it’s not just a problem of individual melancholy — it reflects a broader weakening of social structures, civic trust, and community cohesion. Historically, these phenomena have been central to the nation’s sense of coherence; now, they may be eroding.

    Historical Roots and the Social Capital Framework

    To understand the scale of what’s happening, it helps to go back. Over two decades ago, Robert D. Putnam’s seminal Bowling Alone documented a dramatic decline in American “social capital” — the network of associations, civic participation, and interpersonal trust that undergirds a functioning democracy. Putnam traced declines in everything from civic organizations to informal social gatherings, arguing that this fraying of social infrastructure had profound consequences. 

    Social capital theory provides a useful lens here: trust between citizens, engagement in local institutions, and time spent in shared civic life are not just feel‑good extras, but foundations for collective resilience.

    Later empirical work has revisited these concerns. Weiss, Paxton, Velasco, and Ressler (2018) developed a newer measure of social capital and found evidence that the decline persists. Inequality also appears to play a role: as income gaps widen, interpersonal trust tends to decrease. In research published in Finance & Development, economists found that rising inequality explained a substantial portion of the decline in social trust in the United States.

    More recently, political scientists have documented how perceived political polarization erodes social trust. In a nationally representative panel study, Amber Hye‑Yon Lee showed that when people believe their country is deeply divided, their trust in fellow citizens drops — even beyond partisan loyalties. Pew Research Center data further illustrate this generational shift: younger cohorts, raised in a more polarized and atomized society, report lower social trust than earlier generations. 

    At the same time, the digital revolution hasn’t necessarily filled the gap. Sabatini and Sarracino (2014) found that while people are more active on social media, this does not compensate for lost in-person connection — and may even undermine trust. During the COVID-19 pandemic, researchers observed increased remote communication, but also stronger political echo chambers: in a study of 41,000 Americans’ social networks, political homophily (interacting mostly with those who share one’s partisan identity) increased. 

    Well-Being, Health, and Mortality

    The decline in social trust and cohesion is not just a sociological problem — it is deeply linked to health. A growing body of epidemiological research ties subjective well‑being to longevity and mortality. For instance, a widely cited study by Lawrence, Rogers, and Wadsworth found that lower happiness is associated with higher all‑cause mortality risk in U.S. adults. In another longitudinal study, researchers followed more than 30,000 adults over 14 years and found that individuals with low life satisfaction lived, on average, 8–10 years less than those with high satisfaction — even after controlling for sociodemographic and behavioral variables. 

    These findings suggest that declining happiness is not just a matter of mental distress or cultural malaise — it translates into concrete health inequities and life expectancy gaps.

    Recent Trends and the Global Context

    Over the past decade, the United States has slid in global happiness rankings, according to the World Happiness Report. Some analyses suggest that the U.S. now falls behind peer nations on measures of life evaluation, meaning that Americans are increasingly less satisfied with their lives in a broad, reflective sense. 

    Meanwhile, epidemiological studies of happy life expectancy — the number of years people spend in a state of subjective well‑being — show that although well-being improved from 1970–2000, gains were uneven by race and gender. The recent reversal or stagnation in happiness is thus especially alarming in light of these prior gains.

    The Role of Higher Education: Past, Present, and Potential Futures

    Given this historical and empirical context, higher education institutions have a complex and potentially pivotal role in responding to declining well-being.

    On one hand, universities could help rebuild social capital. Institutions of higher learning have unique capacity to foster cross-partisan civic engagement, to embed community-building in pedagogy, and to support students’ social and emotional development. By investing in mental health infrastructure, peer networks, and service-based learning, colleges could act as local laboratories for restoring trust and social cohesion.

    Higher education also has a research function: universities can produce evidence about what strengthens well-being, what interventions mitigate loneliness or political fragmentation, and how different models of community engagement impact long-term health outcomes. Through partnerships with public policy institutions, universities can help translate these findings into programs that bolster social infrastructure outside campus walls.

    However, higher education also runs risks. If institutions remain fragmented, politically polarized, or focused on prestige rather than public mission, they may contribute to social fragmentation rather than healing it. Elite universities, in particular, may be perceived as disconnected from broader communities, undermining trust rather than reinforcing it. In such a scenario, higher education may reproduce the very inequalities and isolation that are driving declining well‑being.

    Moreover, without deliberate strategies, campus networks may reinforce echo chambers: social connections among students may mirror broader partisan divides, especially in environments where political homogeneity is common.

    Health Equity Implications

    The decline in American happiness intersects directly with issues of health equity. Lower well-being and eroded trust disproportionately affect marginalized communities — those with fewer economic resources, less social support, and weaker civic infrastructure. When universities take an active role in promoting well-being and rebuilding social capital, they not only support individual students but may contribute to reducing structural health disparities.

    Conversely, if higher education plays a passive role, or if access to supportive, socially rich campus environments is limited to privileged groups, the decline in happiness may deepen existing inequities. The gap in life expectancy tied to subjective well-being suggests that we cannot ignore the social determinants of happiness: economic inequality, community fragmentation, political polarization, and institutional trust all matter.

    A Call to Action

    To address this crisis, higher education leaders, policymakers, and public health practitioners should consider the following:

    1. Reinforce community-building: Colleges should invest in programs that promote cross-group interaction, civic participation, and social trust.

    2. Prioritize mental health: Expand counseling, peer support, and proactive well-being initiatives, especially for students who might otherwise fall through the cracks.

    3. Align research with public value: Fund and promote research on social cohesion, well-being interventions, and the relationship between trust and health, and ensure that findings inform public policy.

    4. Foster institutional humility and outreach: Universities should engage with local communities, not as isolated centers of prestige, but as partners in building social infrastructure and resilience.

    5. Measure what matters: Beyond graduation rates and research output, institutions should track well-being metrics — social trust, belonging, mental health — as central indicators of their impact.

    It Doesn’t Have to Be This Bad 

    The decline in happiness across the United States is not a passing phase or a matter of individual pathology. Rather, it reflects deep shifts in social trust, political cohesion, and community infrastructure. Historically, scholars like Putnam sounded the alarm on social capital’s erosion. Today, health researchers warn that falling well‑being shortens lives and exacerbates inequalities.

    Higher education, if reoriented toward building connections, purpose, and trust, could play a vital role in reversing this trajectory. But if universities remain inward-looking or inequality-driven, they risk accelerating the very forces that undermine societal well-being. The stakes are high — not only for individual students, but for the future health and cohesion of the nation.

    Scholarly Sources:

    • Lee, Amber H. Y. “Social Trust in Polarized Times: How Perceptions of Political Polarization Affect Americans’ Trust in Each Other.” Political Behavior, 2022. PMC

    • Weiss, Inbar, Pamela Paxton, Kristopher Velasco, and Robert W. Ressler. “Revisiting Declines in Social Capital: Evidence from a New Measure.” Social Indicators Research, 2018. PMC

    • Lawrence, Elizabeth M., Richard G. Rogers, and Tim Wadsworth. “Happiness and Longevity in the United States.” Social Science & Medicine, 2015. PMC

    • Study on life satisfaction and mortality (14-year follow-up): PMC

    • Research on income inequality and trust: “In Equality, We Trust” (IMF / Finance & Development) IMF

    • Study of happy life expectancy, 1970–2000: PMC

    • Putnam, Robert D. Bowling Alone: The Collapse and Revival of American Community. (on social capital history) Wikipedia+1

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  • “Happiness Effect” of Higher Ed “Fades in Richer Places”

    “Happiness Effect” of Higher Ed “Fades in Richer Places”

    In recent decades, the extra money that graduates earn has been touted as a good reason to attend university. But that has recently come under scrutiny with evidence suggesting the graduate premium has fallen.

    And now two separate papers have found that another supposed benefit of higher education—increased lifetime happiness—is also not quite as straightforward as thought.

    A new study, which analyzed data from 36 countries, reveals that both higher education graduates and the rest of the population experience a steady increase in well-being as a country’s social and economic prosperity gradually improves.

    However, the well-being gains associated with higher education were found to “level off” when a country becomes more economically developed.

    Therefore, the paper argues that graduates in countries with lower GDP per capita experience greater relative gains in terms of economic security, social mobility, higher social status and life satisfaction—leading to a higher sense of well-being.

    In contrast, the “happiness advantage” of a university degree in countries with a higher GDP per capita is less pronounced.

    The paper suggests that stress and dissatisfaction can be caused by rising expectations, increased competition and a “relentless emphasis on achievement,” particularly among highly educated individuals.

    “Highly educated individuals in more prosperous countries are generally much happier than their counterparts in less prosperous countries, although they may be less happy than less educated individuals within their own country,” writes author Samitha Udayanga, a doctoral candidate at the University of Bremen.

    This suggests that the happiness derived from higher education tends to weaken in wealthier countries, he adds.

    A separate study published in June found that the level of happiness associated with completing college has quadrupled since the mid-1970s.

    The study of over 35,000 people in the U.S. showed that higher education has shifted over this time from contributing to happiness through occupations to improving wages.

    The “happiness return” of higher education increased over the 45 years of the study and remains higher than the happiness linked to not studying for a degree.

    But the researchers discovered it “nosedived” in 2021–22 during the COVID-19 pandemic. And satisfaction linked to postgraduate degrees has stalled since the 2000s.

    “University graduates in contemporary America have a certain chance of gaining monetary rewards [by] bypassing occupations, resulting in a relatively higher probability of feeling happy,” they said. “Meanwhile, the same mechanism rarely operates for advanced degree holders, whose happiness largely depends on their occupational attainment.”

    The paper concludes that the overall happiness premium for higher education at both the undergraduate and postgraduate level may “vanish once their economic rewards become less pronounced.”

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  • A Critical Look at Charlie Kirk’s Hypothesis on Male Happiness

    A Critical Look at Charlie Kirk’s Hypothesis on Male Happiness

    Conservative commentator Charlie Kirk has repeatedly asserted that men are most fulfilled when they marry and have children. This idea, rooted in a traditionalist worldview, has gained traction among some segments of the population, particularly those seeking a return to what they perceive as the moral and social stability of the past. But does the scientific evidence support this claim? A closer look at research from sociology, psychology, and economics suggests a more complex and less ideologically convenient reality.

    Marriage and Happiness: The Nuanced Evidence

    It is true that some studies show a correlation between marriage and higher reported levels of happiness and well-being. For example, a 2002 study published in the Journal of Marriage and Family found that married individuals reported higher happiness levels than their unmarried counterparts. However, the effect size was relatively modest, and subsequent research has nuanced these findings.

    A 2012 meta-analysis by Lucas and Dyrenforth in Personality and Social Psychology Bulletin suggested that the happiness boost associated with marriage is temporary. On average, individuals experience a honeymoon period after marriage, followed by a return to baseline happiness levels within a few years. This phenomenon, known as hedonic adaptation, undermines the idea that marriage itself produces sustained happiness.

    Moreover, the benefits of marriage appear to be highly contingent on the quality of the relationship. A study published in Journal of Family Psychology (Carr et al., 2014) found that people in high-conflict marriages reported significantly lower well-being than unmarried individuals. Men in unhappy marriages often experience increased psychological distress, which may lead to health problems, substance abuse, and even premature death (Whisman et al., 2006).

    Children and Male Well-being: A Complicated Relationship

    Kirk’s view also hinges on the assumption that fatherhood enhances male happiness. While parenthood is often meaningful and rewarding, the scientific literature offers mixed findings regarding its impact on overall well-being.

    A major study by Nelson et al. (2014) in Psychological Bulletin found that the association between parenthood and well-being is neither universally positive nor negative. The effects depend heavily on contextual factors like marital status, socioeconomic resources, and the age of the children. Fathers in stable, supportive relationships often report satisfaction from parenting, but those facing financial stress, lack of social support, or conflict with a co-parent frequently experience declines in mental health.

    Another longitudinal study by Herbst and Ifcher (2016) found that fathers experience both gains and losses in subjective well-being. While they may report a greater sense of purpose and life meaning, they also experience declines in leisure time, sleep quality, and perceived freedom—all factors associated with lower happiness levels. Notably, single fathers and those in contentious co-parenting arrangements report lower life satisfaction than child-free men.

    The Importance of Autonomy and Purpose

    Perhaps most revealing are studies showing that autonomy and life purpose are stronger predictors of long-term happiness than marital or parental status alone. Deci and Ryan’s Self-Determination Theory, which has been widely validated across cultures, suggests that autonomy, competence, and relatedness are the key psychological needs for well-being. Marriage and children can contribute to these needs, but they can also undermine them, especially if the roles are imposed or filled with conflict.

    Research from the Pew Research Center and Gallup also shows that life satisfaction is more closely tied to financial security, meaningful work, physical health, and strong social networks than to marital or parental status alone. Men who are engaged in purposeful careers, maintain close friendships, and have control over their time report higher levels of happiness—even if they are single or child-free.

    The Rise of Alternative Lifestyles

    Recent demographic trends reflect changing attitudes about what constitutes a fulfilling life. Census data show that marriage rates among men have declined steadily over the past 50 years. Meanwhile, increasing numbers of men are choosing to remain child-free or delay fatherhood. A 2021 Pew Research Center report found that 44% of men under 50 without children expected to remain child-free, a marked increase from previous decades.

    While some conservatives view these changes as signs of cultural decline, others interpret them as evidence that men are exercising greater personal agency in crafting their lives outside traditional expectations. Men who reject marriage and fatherhood are not necessarily unhappy or aimless. For many, this path allows greater freedom to travel, pursue creative or intellectual goals, contribute to their communities, or engage in activism and caregiving in non-familial forms.

    What About Mental Health?

    Importantly, mental health outcomes among men do not uniformly improve with marriage and children. According to the National Institute of Mental Health, men in high-conflict or financially strained marriages report elevated rates of depression, anxiety, and substance abuse. Fatherhood under conditions of instability or poverty can exacerbate stress levels. Conversely, single men who cultivate strong support systems and engage in regular exercise, therapy, or meaningful social activities often show comparable or better mental health outcomes than married peers.

    Beyond Simplistic Narratives

    Charlie Kirk’s assertion that men are “happiest” when married with children oversimplifies a set of deeply personal and variable life experiences. While marriage and fatherhood can be sources of joy, meaning, and fulfillment, they are not universal prescriptions for happiness. The scientific consensus indicates that well-being is shaped by a complex interplay of autonomy, relationship quality, health, socioeconomic status, and personal values.

    Higher education—particularly in the social sciences—has a role to play in challenging ideological assumptions with empirical research. In a pluralistic society, young men deserve the freedom to critically examine diverse paths to meaning and well-being, without being pressured into a one-size-fits-all model of masculinity. If anything, the data reveal that the happiest men are not necessarily husbands and fathers, but those who are allowed to define their own lives on their own terms.

    Sources:

    • Lucas, R. E., & Dyrenforth, P. S. (2012). Does the honeymoon last? Personality and Social Psychology Bulletin.

    • Carr, D., Freedman, V. A., Cornman, J. C., & Schwarz, N. (2014). Happy marriage, happy life? Journal of Family Psychology.

    • Nelson, S. K., Kushlev, K., & Lyubomirsky, S. (2014). Is parenthood associated with well-being? Psychological Bulletin.

    • Whisman, M. A., Uebelacker, L. A., & Weinstock, L. M. (2006). Marital distress and mental health. Journal of Consulting and Clinical Psychology.

    • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry.

    • Pew Research Center. (2021). More Americans say they are unlikely to have children.

    • Herbst, C. M., & Ifcher, J. (2016). The increasing happiness of U.S. parents. Review of Economics of the Household.

    • National Institute of Mental Health. (2023). Mental Health and Marriage.

    • Gallup (2022). Global Emotions Report.

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  • Prioritizing Happiness and Self-Care for College Student Success

    Prioritizing Happiness and Self-Care for College Student Success

    Cognitive scientist and Yale psychology professor Dr. Laurie Santos shares her recommendations for creating a positive and productive mindset in college.

    Laurie Santos, Ph.D.

    Cognitive Scientist, Professor of Psychology, Yale University

    How does a student’s mental state influence their ability to learn and retain information?

    There are many studies showing that our mood affects our performance. Positive moods tend to broaden our perspectives — when we feel good, we’re able to process more possibilities, which can boost our innovation and creativity.

    How can students redefine their idea of success to prioritize both achievement and happiness?

    There’s a lot of evidence that shows that focusing on your happiness in your college years is correlated with the metrics of achievement and success students are usually striving for. One study by Diener and colleagues found that a student’s cheerfulness at age 18 even predicts their salary and job satisfaction more than 15 years later. I think students need to recognize that our happiness matters for future success more than we expect.

    If a student feels stuck in a negative mindset about school, what’s one small change they can make today to start shifting that?

    I think the most important change is for students to recognize that they have some agency over their mindset. There are things they can do to think differently about school and any other situation.

    If you could design a mental health toolkit for students heading to college, what would be in it?

    I’d give students a toolkit with strategies they can use to develop healthier behaviors and mindsets. Behaviors students can use to boost happiness include:

    • Prioritize Social Connection: One of the biggest mistakes students make is prioritizing grades and productivity over friendships. However, the research is clear: Meaningful relationships are the No. 1 predictor of happiness. So, say yes to that coffee invite, join a club, or just make small talk with a classmate — it all adds up. Even tiny interactions, like chatting with a barista, can boost your mood.
    • Embrace Time Affluence: Time affluence is the subjective sense that we have some free time. Most students today are time-famished, rushing from one task to the next. However, studies show that people who feel like they have more time are actually happier. Students need to protect their time affluence. Some strategies: Be intentional about how you spend your free moments. Instead of mindlessly scrolling on your phone, do something that genuinely recharges you — go for a walk, call a friend, or just breathe.
    • Get Moving: Studies show that exercise isn’t just good for your body — it’s huge for mental health. Research shows that cardio exercise can reduce rates of depression and anxiety. You don’t need to be a gym rat to see benefits — dancing in your dorm room, stretching, or biking to class all count.
    • Prioritize Sleep: Many parts of student life make it easy to skimp on sleep. However, sleep is one of the most important tools in our mental health kit. Aim for 7-9 hours a night, and make sure you’re practicing good sleep hygiene by keeping your phone as far away from your bed as possible (otherwise, the temptation to grab it in the middle of the night is far too high).

    There are also mindset shifts students can use to feel happier. A few important ones to keep in mind are:

    • Self-Compassion: One of the biggest traps students fall into is being their own worst critic. You bomb a test, miss a deadline, or say something awkward in class, and suddenly, your brain is in full-on self-attack mode. However, research shows that this kind of self-criticism doesn’t make us perform better — it just makes us feel worse. Research has found that people who practice self-compassion (treating themselves with kindness rather than judgment) are more resilient, more motivated, and less anxious than those who constantly beat themselves up.
    • A Mindset of Gratitude: Our brains are wired to focus on what’s wrong. However, studies show that you can train your brain to notice more of what’s good. Studies also show that people who regularly practice gratitude have higher levels of happiness, lower stress, and even better sleep. So, scribble a few things in your gratitude journal, or commit to expressing your thanks to the people around you.
    • Become More Present: College life can feel overwhelming. There’s always another assignment, another social event, or another thing to do. Your brain is constantly jumping between the past (“I should have studied more”) and the future (“What if I fail?”). However, research shows we feel best when we’re fully present in the moment. Research by Matt Killingsworth and Dan Gilbert found that people’s happiness levels drop when their minds wander — even if they’re thinking about something pleasant. Get out of your head and find ways to find the joy of the present moment.

    What’s one piece of advice you wish every college student knew about happiness and well-being before stepping on campus?

    Our happiness is much more under our control than we think. With simple changes to our behaviors and mindsets, we can all feel better.

    How can students balance academic pressures with self-care without feeling guilty about taking breaks?

    My biggest piece of advice would be that students need to remember that self-care isn’t a distraction from success — it’s actually a tool for success. A lot of students feel guilty about taking breaks because they think rest is “unproductive.” However, research tells us the opposite: When you prioritize well-being and get the rest/sleep/care you need, you actually perform better academically.

    One strategy I share with my students is to reframe breaks as a performance strategy. Instead of thinking, “I don’t deserve a break until I’ve done enough work,” flip the script and think, “Taking a break will help my mind recharge so I can do better work.” When you take a break, remind yourself: “This is not wasted time — this is me investing in my brain’s ability to learn.”

    I think this is also another spot for Kristin Neff’s strategy of self-compassion. If you’re feeling guilty about taking a break, remember that you’re only human, and all humans need breaks and rest. The next time you feel guilty for resting, literally repeat these phrases in your head: “Taking care of myself is part of being a great student,” or “I will be kinder to myself so I can show up as my best self.”

    Many students feel overwhelmed when choosing a college or major. What advice would you give them about making big life decisions?

    A lot of students stress about picking the single right college or major that will lead to a meaningful and happy career. However, the science of happiness tells us that this kind of fulfillment isn’t just about what you do or what college you end up in — it’s about how you shape your work to align with your strengths and values. This is where job crafting comes in.

    Job crafting is the idea that you can reshape how you spend your time (including at work or in your major) to make it more fulfilling. Research on job crafting by Amy Wrzesniewski shows that fulfillment isn’t just about what you do, but how you approach it. You can craft your major by focusing on courses and projects that align with your strengths, connecting with mentors and peers who inspire you, and reframing tasks to see their deeper purpose.

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  • Q&A: Bill Shorten talks VC pay cuts, student happiness, and giving UC staff hope

    Q&A: Bill Shorten talks VC pay cuts, student happiness, and giving UC staff hope




    By: Erin Morley

    in Features, Top Stories, VC’s corner


    March 3, 2025

    The new vice-chancellor of the University of Canberra (UC) Bill Shorten said universities will never make everybody happy, but they should do their best to try.

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