
Younger Australia is facing a loneliness 'epidemic'
One in seven experience persistent loneliness that lasts more than two years.
The findings, from a new national report by Ending Loneliness Together, have prompted warnings loneliness is becoming endemic, exacerbated by digital isolation, rising living costs and a lack of community spaces to connect face-to-face.
"There's a lot of misconceptions that just because young people are so much embedded within the structures of society that they shouldn't feel lonely," says Michelle Lim, scientific chair of Ending Loneliness Together and co-lead author of the A Call for Connection report.
"This is a huge misconception because the way we define loneliness is very much a subjective feeling of the stress that comes up to you when you feel your relationships do not meet your current social needs."
Naoka Cheah was just settling into student life at the University of Melbourne aged 19 when COVID-19 hit, forcing her to return to Malaysia and complete much of her degree remotely.
"I went back thinking it's probably just going to be a few months at most ... not a huge impact. But I was stuck back in Malaysia for more than a year," she says.
"It was a very unreal experience, being apart from your other students, being apart from friends … and also trying to ace those exams and not fail. I think that's something we were all struggling with."
Now 25 and working as a data analyst in Melbourne, Ms Cheah reflects on how her forced isolation also came with unexpected benefits.
"Initially it is a very scary experience but it pushes you to kind of face yourself," she says.
"There's a stigma of loneliness but it's actually very important to then also have that time by yourself … to figure out what you actually love, what you actually hate."
Like many young professionals in a post-COVID world, Ms Cheah now works mostly from home and makes a conscious effort to stay socially connected.
"I'm very lucky to have a team that's very much inclusive and sociable but I will assume not everyone is lucky enough to have that environment," she says.
"It can be very difficult to reach out. That first obstacle could be the hardest thing for people to overcome."
Associate Professor Lim agrees that being alone is not the same as being lonely.
"By definition, young people are not often socially isolated ... they're not actually physically alone ... but they are feeling very lonely," she says.
Digital technology, while offering new ways to connect, is also part of the problem.
"We haven't really introduced good digital literacy, not just for our children but even for us as parents. As parents we model behaviours and with the increases of digital communication, we're not doing a great job ourselves.
"We know we have to be able to get young people to have healthy social relationships in that digital world."
She adds that for some young Australians - particularly those from the LGBTQI community or in regional areas- digital spaces can be essential.
"They say 'I need that digital community because I don't have people around me that are like me'.
So there is a place for it but we haven't quite taught young people how to navigate this very tricky social media world and digital world and how to use it for their benefit."
Darcy Gilmour, a 25-year-old graduate from Canberra, understands this complexity all too well. Hospitalised at age 10 for two years due to rare blood disorders, he says the loneliness he experienced during and after was profound.
"That obviously created a big feeling of isolation," he says.
"It was pretty tough.
"When I went to high school, I was just trying to reintegrate ... it was a big adjustment and I also experienced a lot of loneliness there. It was like being thrown in the deep end."
Despite being constantly surrounded by nurses, classmates and family, he still felt isolated.
"I'd never spend any time actually alone but still had that incredible feeling of loneliness," he explains.
Mr Gilmour says those experiences have given him a deeper understanding of what true connection means.
"If I notice someone else is struggling to make friends, that's also when I can tend to reach out a bit more because I'm able to recognise that pretty easily," he says.
His advice is to be proactive - even when it's hard.
"I've had a lot of times where you're leading up to going to hang out with your friends and you're, like: 'oh, I don't know if I'll enjoy this. I'd rather just stay at home and just relax a bit alone and not stress'," he says.
"But then you go out and you actually have a really good time."
Loneliness isn't just an emotional issue, according to Prof Lim. It has measurable impacts on mental and physical health, especially for those under financial strain or from lower socio-economic backgrounds.
"We are paying costs in other ways," she says.
"We are very good at interventions. We're very good at dealing with problems. We're very good at throwing money at mental health and suicide.
"But we're not very good at preventing these things."
What's needed, Prof Lim says, is systemic change: from digital education in schools to more inclusive public spaces, and support that doesn't fall entirely on individuals or parents.
"This should be a policy that we introduce on that systems level, where we're teaching that very actively in school, and what healthy social interaction can look like," she says.
"We need something more than just relying on parents."
While large-scale solutions are being debated, Prof Lim believes even small moments of connection can make a difference.
"A quick hello, a chance encounter, an act of kindness, a compliment, a shared experience or interest, a new hobby or even a funny story - these small but meaningful interactions matter," she says.
"They spark conversation and help us feel seen and valued."
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The Advertiser
12 hours ago
- The Advertiser
Quiet 'missing middle' kids left struggling at school
Lizzy is a proud mother of two rambunctious boys who love playing with their friends, kicking the footy and swimming. It was during COVID-19 lockdowns that she began noticing her kindergarten son struggling with reading and literacy. When he returned to normal lessons at school he was getting top marks for effort, but his learning difficulties were discouraging him by year 3. "We had a lot of pushback about attending school and not wanting to be there, but when he was there he was wonderful and his teachers loved him," said Lizzy, a mum from rural NSW who asked not to use her surname. "Then he'd come home and he'd just completely implode. "They couldn't see the frustration and pressure because he was masking it during the day." Lizzy's son falls into what rural psychologist Tanya Forster describes as "the missing middle". These are the often compliant and quiet children whose learning difficulties may go unnoticed in under-resourced public schools, particularly in rural and regional areas. Their delays also often don't fall into the narrow diagnostic eligibility for further learning support in the education system. "The pressure on (teachers) in the classroom is really considerable and the way that the school system is designed, it's still quite a traditional model," says Ms Forster, who leads the Macquarie Health Collective in Dubbo. "Unfortunately, at the moment, it's not necessarily meeting the inclusive needs of modern-day students." The situation is likely borne out in the recent NAPLAN results, which show one-in-10 Australian students need more help to meet basic education standards. NAPLAN also confirmed an enduring regional divide with just 20 per cent of students in very remote areas exceeding expectations, compared to 70 per cent of their city peers. "The results tell us a lot about what we probably already know: that there are lots of kids at school that are struggling," Ms Forster told AAP. "Unfortunately, many of those kids can't access the support that they really need." Federal Education Minister Jason Clare says while there are some encouraging signs of improvement in numeracy and literacy, the results show there is more work to do. All states and territories have signed agreements with the government to fix public school funding, Mr Clare says. "This funding is tied to real and practical reforms," he said in a statement issued on Wednesday. "Phonics checks and numeracy checks to identify students who need additional support, and evidence-based teaching and catch-up tutoring to help them keep up and catch up." But regional families come up against other deeply entrenched problems, such as poor access to specialist services. There were 53 specialists per 100,000 people in remote areas in 2022, compared to 160 in the cities, with years-long public waitlists for developmental assessments with pediatricians in the regions. Disasters such as floods, fires and COVID-19 may have pushed regional kids out of school, with the non-attendance rate at 14.6 per cent compared to the pre-pandemic level of 10.6 per cent, according to a Jobs and Skills Australia report. The report recommended a suite of changes to re-engage and motivate young people, including linking them with local mentors and employers outside schools. While health and education reforms slowly work away in the background, former high school teacher Shannon Chapman says families can look at NAPLAN results as an opportunity to explore children's strengths. "NAPLAN results do not capture valuable skills and knowledge, such as a student's resilience, confidence, their creativity, their leadership," said Ms Chapman, a teaching and learning facilitator at the Dubbo clinic. "You probably do have this incredibly well-rounded child that may have below the standard NAPLAN results, but that does not capture a lot of skills and knowledge." Like many rural parents, Lizzy went to the private health system to receive a formal diagnosis for her son. That has opened up valuable learning and support programs, sparking a change in her son that's like "night and day". "I am grateful for the team we were able to eventually access, but I'm more worried about the people that don't have that or it's not accessible," she said. "You have to fight really hard to get it and to be seen and heard." Lizzy is a proud mother of two rambunctious boys who love playing with their friends, kicking the footy and swimming. It was during COVID-19 lockdowns that she began noticing her kindergarten son struggling with reading and literacy. When he returned to normal lessons at school he was getting top marks for effort, but his learning difficulties were discouraging him by year 3. "We had a lot of pushback about attending school and not wanting to be there, but when he was there he was wonderful and his teachers loved him," said Lizzy, a mum from rural NSW who asked not to use her surname. "Then he'd come home and he'd just completely implode. "They couldn't see the frustration and pressure because he was masking it during the day." Lizzy's son falls into what rural psychologist Tanya Forster describes as "the missing middle". These are the often compliant and quiet children whose learning difficulties may go unnoticed in under-resourced public schools, particularly in rural and regional areas. Their delays also often don't fall into the narrow diagnostic eligibility for further learning support in the education system. "The pressure on (teachers) in the classroom is really considerable and the way that the school system is designed, it's still quite a traditional model," says Ms Forster, who leads the Macquarie Health Collective in Dubbo. "Unfortunately, at the moment, it's not necessarily meeting the inclusive needs of modern-day students." The situation is likely borne out in the recent NAPLAN results, which show one-in-10 Australian students need more help to meet basic education standards. NAPLAN also confirmed an enduring regional divide with just 20 per cent of students in very remote areas exceeding expectations, compared to 70 per cent of their city peers. "The results tell us a lot about what we probably already know: that there are lots of kids at school that are struggling," Ms Forster told AAP. "Unfortunately, many of those kids can't access the support that they really need." Federal Education Minister Jason Clare says while there are some encouraging signs of improvement in numeracy and literacy, the results show there is more work to do. All states and territories have signed agreements with the government to fix public school funding, Mr Clare says. "This funding is tied to real and practical reforms," he said in a statement issued on Wednesday. "Phonics checks and numeracy checks to identify students who need additional support, and evidence-based teaching and catch-up tutoring to help them keep up and catch up." But regional families come up against other deeply entrenched problems, such as poor access to specialist services. There were 53 specialists per 100,000 people in remote areas in 2022, compared to 160 in the cities, with years-long public waitlists for developmental assessments with pediatricians in the regions. Disasters such as floods, fires and COVID-19 may have pushed regional kids out of school, with the non-attendance rate at 14.6 per cent compared to the pre-pandemic level of 10.6 per cent, according to a Jobs and Skills Australia report. The report recommended a suite of changes to re-engage and motivate young people, including linking them with local mentors and employers outside schools. While health and education reforms slowly work away in the background, former high school teacher Shannon Chapman says families can look at NAPLAN results as an opportunity to explore children's strengths. "NAPLAN results do not capture valuable skills and knowledge, such as a student's resilience, confidence, their creativity, their leadership," said Ms Chapman, a teaching and learning facilitator at the Dubbo clinic. "You probably do have this incredibly well-rounded child that may have below the standard NAPLAN results, but that does not capture a lot of skills and knowledge." Like many rural parents, Lizzy went to the private health system to receive a formal diagnosis for her son. That has opened up valuable learning and support programs, sparking a change in her son that's like "night and day". "I am grateful for the team we were able to eventually access, but I'm more worried about the people that don't have that or it's not accessible," she said. "You have to fight really hard to get it and to be seen and heard." Lizzy is a proud mother of two rambunctious boys who love playing with their friends, kicking the footy and swimming. It was during COVID-19 lockdowns that she began noticing her kindergarten son struggling with reading and literacy. When he returned to normal lessons at school he was getting top marks for effort, but his learning difficulties were discouraging him by year 3. "We had a lot of pushback about attending school and not wanting to be there, but when he was there he was wonderful and his teachers loved him," said Lizzy, a mum from rural NSW who asked not to use her surname. "Then he'd come home and he'd just completely implode. "They couldn't see the frustration and pressure because he was masking it during the day." Lizzy's son falls into what rural psychologist Tanya Forster describes as "the missing middle". These are the often compliant and quiet children whose learning difficulties may go unnoticed in under-resourced public schools, particularly in rural and regional areas. Their delays also often don't fall into the narrow diagnostic eligibility for further learning support in the education system. "The pressure on (teachers) in the classroom is really considerable and the way that the school system is designed, it's still quite a traditional model," says Ms Forster, who leads the Macquarie Health Collective in Dubbo. "Unfortunately, at the moment, it's not necessarily meeting the inclusive needs of modern-day students." The situation is likely borne out in the recent NAPLAN results, which show one-in-10 Australian students need more help to meet basic education standards. NAPLAN also confirmed an enduring regional divide with just 20 per cent of students in very remote areas exceeding expectations, compared to 70 per cent of their city peers. "The results tell us a lot about what we probably already know: that there are lots of kids at school that are struggling," Ms Forster told AAP. "Unfortunately, many of those kids can't access the support that they really need." Federal Education Minister Jason Clare says while there are some encouraging signs of improvement in numeracy and literacy, the results show there is more work to do. All states and territories have signed agreements with the government to fix public school funding, Mr Clare says. "This funding is tied to real and practical reforms," he said in a statement issued on Wednesday. "Phonics checks and numeracy checks to identify students who need additional support, and evidence-based teaching and catch-up tutoring to help them keep up and catch up." But regional families come up against other deeply entrenched problems, such as poor access to specialist services. There were 53 specialists per 100,000 people in remote areas in 2022, compared to 160 in the cities, with years-long public waitlists for developmental assessments with pediatricians in the regions. Disasters such as floods, fires and COVID-19 may have pushed regional kids out of school, with the non-attendance rate at 14.6 per cent compared to the pre-pandemic level of 10.6 per cent, according to a Jobs and Skills Australia report. The report recommended a suite of changes to re-engage and motivate young people, including linking them with local mentors and employers outside schools. While health and education reforms slowly work away in the background, former high school teacher Shannon Chapman says families can look at NAPLAN results as an opportunity to explore children's strengths. "NAPLAN results do not capture valuable skills and knowledge, such as a student's resilience, confidence, their creativity, their leadership," said Ms Chapman, a teaching and learning facilitator at the Dubbo clinic. "You probably do have this incredibly well-rounded child that may have below the standard NAPLAN results, but that does not capture a lot of skills and knowledge." Like many rural parents, Lizzy went to the private health system to receive a formal diagnosis for her son. That has opened up valuable learning and support programs, sparking a change in her son that's like "night and day". "I am grateful for the team we were able to eventually access, but I'm more worried about the people that don't have that or it's not accessible," she said. "You have to fight really hard to get it and to be seen and heard." Lizzy is a proud mother of two rambunctious boys who love playing with their friends, kicking the footy and swimming. It was during COVID-19 lockdowns that she began noticing her kindergarten son struggling with reading and literacy. When he returned to normal lessons at school he was getting top marks for effort, but his learning difficulties were discouraging him by year 3. "We had a lot of pushback about attending school and not wanting to be there, but when he was there he was wonderful and his teachers loved him," said Lizzy, a mum from rural NSW who asked not to use her surname. "Then he'd come home and he'd just completely implode. "They couldn't see the frustration and pressure because he was masking it during the day." Lizzy's son falls into what rural psychologist Tanya Forster describes as "the missing middle". These are the often compliant and quiet children whose learning difficulties may go unnoticed in under-resourced public schools, particularly in rural and regional areas. Their delays also often don't fall into the narrow diagnostic eligibility for further learning support in the education system. "The pressure on (teachers) in the classroom is really considerable and the way that the school system is designed, it's still quite a traditional model," says Ms Forster, who leads the Macquarie Health Collective in Dubbo. "Unfortunately, at the moment, it's not necessarily meeting the inclusive needs of modern-day students." The situation is likely borne out in the recent NAPLAN results, which show one-in-10 Australian students need more help to meet basic education standards. NAPLAN also confirmed an enduring regional divide with just 20 per cent of students in very remote areas exceeding expectations, compared to 70 per cent of their city peers. "The results tell us a lot about what we probably already know: that there are lots of kids at school that are struggling," Ms Forster told AAP. "Unfortunately, many of those kids can't access the support that they really need." Federal Education Minister Jason Clare says while there are some encouraging signs of improvement in numeracy and literacy, the results show there is more work to do. All states and territories have signed agreements with the government to fix public school funding, Mr Clare says. "This funding is tied to real and practical reforms," he said in a statement issued on Wednesday. "Phonics checks and numeracy checks to identify students who need additional support, and evidence-based teaching and catch-up tutoring to help them keep up and catch up." But regional families come up against other deeply entrenched problems, such as poor access to specialist services. There were 53 specialists per 100,000 people in remote areas in 2022, compared to 160 in the cities, with years-long public waitlists for developmental assessments with pediatricians in the regions. Disasters such as floods, fires and COVID-19 may have pushed regional kids out of school, with the non-attendance rate at 14.6 per cent compared to the pre-pandemic level of 10.6 per cent, according to a Jobs and Skills Australia report. The report recommended a suite of changes to re-engage and motivate young people, including linking them with local mentors and employers outside schools. While health and education reforms slowly work away in the background, former high school teacher Shannon Chapman says families can look at NAPLAN results as an opportunity to explore children's strengths. "NAPLAN results do not capture valuable skills and knowledge, such as a student's resilience, confidence, their creativity, their leadership," said Ms Chapman, a teaching and learning facilitator at the Dubbo clinic. "You probably do have this incredibly well-rounded child that may have below the standard NAPLAN results, but that does not capture a lot of skills and knowledge." Like many rural parents, Lizzy went to the private health system to receive a formal diagnosis for her son. That has opened up valuable learning and support programs, sparking a change in her son that's like "night and day". "I am grateful for the team we were able to eventually access, but I'm more worried about the people that don't have that or it's not accessible," she said. "You have to fight really hard to get it and to be seen and heard."


Perth Now
17 hours ago
- Perth Now
Quiet 'missing middle' kids left struggling at school
Lizzy is a proud mother of two rambunctious boys who love playing with their friends, kicking the footy and swimming. It was during COVID-19 lockdowns that she began noticing her kindergarten son struggling with reading and literacy. When he returned to normal lessons at school he was getting top marks for effort, but his learning difficulties were discouraging him by year 3. "We had a lot of pushback about attending school and not wanting to be there, but when he was there he was wonderful and his teachers loved him," said Lizzy, a mum from rural NSW who asked not to use her surname. "Then he'd come home and he'd just completely implode. "They couldn't see the frustration and pressure because he was masking it during the day." Lizzy's son falls into what rural psychologist Tanya Forster describes as "the missing middle". These are the often compliant and quiet children whose learning difficulties may go unnoticed in under-resourced public schools, particularly in rural and regional areas. Their delays also often don't fall into the narrow diagnostic eligibility for further learning support in the education system. "The pressure on (teachers) in the classroom is really considerable and the way that the school system is designed, it's still quite a traditional model," says Ms Forster, who leads the Macquarie Health Collective in Dubbo. "Unfortunately, at the moment, it's not necessarily meeting the inclusive needs of modern-day students." The situation is likely borne out in the recent NAPLAN results, which show one-in-10 Australian students need more help to meet basic education standards. NAPLAN also confirmed an enduring regional divide with just 20 per cent of students in very remote areas exceeding expectations, compared to 70 per cent of their city peers. "The results tell us a lot about what we probably already know: that there are lots of kids at school that are struggling," Ms Forster told AAP. "Unfortunately, many of those kids can't access the support that they really need." Federal Education Minister Jason Clare says while there are some encouraging signs of improvement in numeracy and literacy, the results show there is more work to do. All states and territories have signed agreements with the government to fix public school funding, Mr Clare says. "This funding is tied to real and practical reforms," he said in a statement issued on Wednesday. "Phonics checks and numeracy checks to identify students who need additional support, and evidence-based teaching and catch-up tutoring to help them keep up and catch up." But regional families come up against other deeply entrenched problems, such as poor access to specialist services. There were 53 specialists per 100,000 people in remote areas in 2022, compared to 160 in the cities, with years-long public waitlists for developmental assessments with pediatricians in the regions. Disasters such as floods, fires and COVID-19 may have pushed regional kids out of school, with the non-attendance rate at 14.6 per cent compared to the pre-pandemic level of 10.6 per cent, according to a Jobs and Skills Australia report. The report recommended a suite of changes to re-engage and motivate young people, including linking them with local mentors and employers outside schools. While health and education reforms slowly work away in the background, former high school teacher Shannon Chapman says families can look at NAPLAN results as an opportunity to explore children's strengths. "NAPLAN results do not capture valuable skills and knowledge, such as a student's resilience, confidence, their creativity, their leadership," said Ms Chapman, a teaching and learning facilitator at the Dubbo clinic. "You probably do have this incredibly well-rounded child that may have below the standard NAPLAN results, but that does not capture a lot of skills and knowledge." Like many rural parents, Lizzy went to the private health system to receive a formal diagnosis for her son. That has opened up valuable learning and support programs, sparking a change in her son that's like "night and day". "I am grateful for the team we were able to eventually access, but I'm more worried about the people that don't have that or it's not accessible," she said. "You have to fight really hard to get it and to be seen and heard."


West Australian
19 hours ago
- West Australian
Younger Australia is facing a loneliness 'epidemic'
A silent crisis is taking root among young Australians, with nearly half those aged 15 to 25 reporting they regularly feel lonely. One in seven experience persistent loneliness that lasts more than two years. The findings, from a new national report by Ending Loneliness Together, have prompted warnings loneliness is becoming endemic, exacerbated by digital isolation, rising living costs and a lack of community spaces to connect face-to-face. "There's a lot of misconceptions that just because young people are so much embedded within the structures of society that they shouldn't feel lonely," says Michelle Lim, scientific chair of Ending Loneliness Together and co-lead author of the A Call for Connection report. "This is a huge misconception because the way we define loneliness is very much a subjective feeling of the stress that comes up to you when you feel your relationships do not meet your current social needs." Naoka Cheah was just settling into student life at the University of Melbourne aged 19 when COVID-19 hit, forcing her to return to Malaysia and complete much of her degree remotely. "I went back thinking it's probably just going to be a few months at most ... not a huge impact. But I was stuck back in Malaysia for more than a year," she says. "It was a very unreal experience, being apart from your other students, being apart from friends … and also trying to ace those exams and not fail. I think that's something we were all struggling with." Now 25 and working as a data analyst in Melbourne, Ms Cheah reflects on how her forced isolation also came with unexpected benefits. "Initially it is a very scary experience but it pushes you to kind of face yourself," she says. "There's a stigma of loneliness but it's actually very important to then also have that time by yourself … to figure out what you actually love, what you actually hate." Like many young professionals in a post-COVID world, Ms Cheah now works mostly from home and makes a conscious effort to stay socially connected. "I'm very lucky to have a team that's very much inclusive and sociable but I will assume not everyone is lucky enough to have that environment," she says. "It can be very difficult to reach out. That first obstacle could be the hardest thing for people to overcome." Associate Professor Lim agrees that being alone is not the same as being lonely. "By definition, young people are not often socially isolated ... they're not actually physically alone ... but they are feeling very lonely," she says. Digital technology, while offering new ways to connect, is also part of the problem. "We haven't really introduced good digital literacy, not just for our children but even for us as parents. As parents we model behaviours and with the increases of digital communication, we're not doing a great job ourselves. "We know we have to be able to get young people to have healthy social relationships in that digital world." She adds that for some young Australians - particularly those from the LGBTQI community or in regional areas- digital spaces can be essential. "They say 'I need that digital community because I don't have people around me that are like me'. So there is a place for it but we haven't quite taught young people how to navigate this very tricky social media world and digital world and how to use it for their benefit." Darcy Gilmour, a 25-year-old graduate from Canberra, understands this complexity all too well. Hospitalised at age 10 for two years due to rare blood disorders, he says the loneliness he experienced during and after was profound. "That obviously created a big feeling of isolation," he says. "It was pretty tough. "When I went to high school, I was just trying to reintegrate ... it was a big adjustment and I also experienced a lot of loneliness there. It was like being thrown in the deep end." Despite being constantly surrounded by nurses, classmates and family, he still felt isolated. "I'd never spend any time actually alone but still had that incredible feeling of loneliness," he explains. Mr Gilmour says those experiences have given him a deeper understanding of what true connection means. "If I notice someone else is struggling to make friends, that's also when I can tend to reach out a bit more because I'm able to recognise that pretty easily," he says. His advice is to be proactive - even when it's hard. "I've had a lot of times where you're leading up to going to hang out with your friends and you're, like: 'oh, I don't know if I'll enjoy this. I'd rather just stay at home and just relax a bit alone and not stress'," he says. "But then you go out and you actually have a really good time." Loneliness isn't just an emotional issue, according to Prof Lim. It has measurable impacts on mental and physical health, especially for those under financial strain or from lower socio-economic backgrounds. "We are paying costs in other ways," she says. "We are very good at interventions. We're very good at dealing with problems. We're very good at throwing money at mental health and suicide. "But we're not very good at preventing these things." What's needed, Prof Lim says, is systemic change: from digital education in schools to more inclusive public spaces, and support that doesn't fall entirely on individuals or parents. "This should be a policy that we introduce on that systems level, where we're teaching that very actively in school, and what healthy social interaction can look like," she says. "We need something more than just relying on parents." While large-scale solutions are being debated, Prof Lim believes even small moments of connection can make a difference. "A quick hello, a chance encounter, an act of kindness, a compliment, a shared experience or interest, a new hobby or even a funny story - these small but meaningful interactions matter," she says. "They spark conversation and help us feel seen and valued."