Wednesday, October 15, 2025

 

So­cially en­gaged art prac­tices strengthen in­clu­sion and sup­port the re­silience of democ­racy



Socially engaged arts invite us to confront discomfort, embrace complexity, and commit to the pressing challenges of our time together, writes university researcher Kai Lehikoinen in his new book




University of the Arts Helsinki





Issues such as social exclusion, poverty, the climate crisis, biodiversity loss, political polarisation, and humanitarian emergencies form a long list of global challenges that humanity must address. In this era of profound societal transformation, one of the many roles of the arts is increasingly seen as essential to building a sustainable future. 

Socially engaged arts challenge all of us—artists, educators, researchers, students, and institutions—to take part in this work, Kai Lehikoinen emphasizes. He works as a university researcher in the University of the Arts Helsinki in Finland.

Artistic thinking and creativity are needed in trans-professional collaboration to solve complex problems.

Today’s societal challenges are increasingly complex and require creative and open-minded approaches. According to Lehikoinen, socially engaged arts offer a space for dialogue and collaboration across disciplines and sectors. 

“It is precisely through such encounters that new perspectives and solutions emerge—both locally and globally.” 

Lehikoinen sees socially engaged arts as part of the third mission of universities: contributing to society.  He encourages higher arts education institutions to collaborate with diverse stakeholders— not only within the arts sector but also with actors in social services, education, environmental work, and the economy. In these cross-sectoral encounters, art can act as a catalyst—bringing hidden perspectives to light and opening up space for new solutions to complex societal challenges. 

Diversity as a strength 

Contemporary society often prioritises quantity and competition over meaning and cooperation. Socially engaged arts can offer alternative ways of thinking for higher arts education institutions. 

“By adopting socially engaged arts practices, institutions can resist the dehumanising effects of neoliberalism while reinforcing their commitment to societal and educational transformation—one that matters to all people, non-human life, and the planet,” Lehikoinen says. 

As a counterbalance to polarisation, we need spaces where discomfort is accepted as a resource, says Kai Lehikoinen.

In socially engaged arts, human diversity is a source of inspiration and strength. Cultural, social, and individual differences are not seen as obstacles but as opportunities to deepen dialogue and understanding. The inclusive nature of socially engaged arts can strengthen social cohesion, human development, and contributes positively to planetary well-being. 

Beyond aesthetic expression, socially engaged arts can also serve as a tool for liberation and identity empowerment, fostering critical awareness and resisting structural injustices. 

From emotional intensity to embracing difference 

Lehikoinen’s book also addresses the emotional intensity often associated with social activism, which is also sometimes present in higher arts education. 

“Emotions can be a powerful motivator for action, but intense negative emotions may lead to polarisation, oversimplified conclusions, self-censorship, and retrospective censorship, silencing critical artistic dialogue,” Lehikoinen notes. 

As a counterbalance, we need environments where discomfort is accepted. Lehikoinen refers to education scholar Gert Biesta, who calls for spaces where differing perspectives can constructively challenge one another. 

Lehikoinen points out that we live in a time when a small group of people exercise disproportionately large power through wealth and influence. Therefore, it is essential that civil society engages in collective reflection and the search for solutions. Participatory, socially engaged art practices can generate meaningful initiatives, strengthen inclusion, and support the resilience of democracy—thus countering the narrowing of public discourse and ensuring that all voices are heard in shaping our shared future. 

“The potential of socially engaged arts is immense, but realising it requires long-term commitment, collaboration, and a shared vision from art universities and funding bodies. The time to act is now,” Lehikoinen says. 

 

Study finds ending universal free school meals linked to rising student meal debt and stigma



A recent study in the Journal of Nutrition Education and Behavior highlights impacts of deimplementing universal free meal programs on school food authorities and students



Peer-Reviewed Publication

Elsevier

Study Finds Ending Universal Free School Meals Linked to Rising Student Meal Debt and Stigma 

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Juliana F.W. Cohen, ScD, RD, , Director of the Center for Health Innovation, Research, and Policy at Merrimack College, and Adjunct Professor of Nutrition at Harvard T.H. Chan School of Public Health, presents the results of a new study of nearly 1,000 school food authorities on the discontinuation of universal free school meal policies. Researchers found significant increases in school meal debt and student stigma and declines in participation.

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Credit: Journal of Nutrition Education and Behavior





October 15, 2025 – new study published in the Journal of Nutrition Education and Behavior, published by Elsevier, found that discontinuing universal free school meal (UFSM) policies significantly increases school meal debt, student stigma, and declines in participation. The research, based on a survey of nearly 1,000 school food authorities (SFAs) across eight states, also found that states continuing UFSM through state-level policies reported more stable revenues and greater student access to nutritious meals.

Researchers conducted a cross-sectional survey in the spring of 2023 with 941 SFAs from states that either deimplemented UFSM or enacted statewide policies to continue it. The survey examined impacts on school meal participation, foodservice revenues, staffing needs, administrative burden, stigma, and student meal debt. States included California, Maine, and Massachusetts (continuing UFSM) and Arizona, Texas, Colorado, Illinois, and New Jersey (deimplementing UFSM).

Results showed stark differences between states. Among SFAs in states that deimplemented UFSM, 73% reported declines in meal participation compared with 15% in states with UFSM. Similarly, 76% reported increases in unpaid meal charges and school meal debt, compared with just 5% in UFSM states. Stigma for low-income students was also higher in states without UFSM (26% vs 5%). Although staffing challenges were somewhat lower in states that ended UFSM, declines in revenue and participation created significant financial strain for school meal programs.

“Universal free school meals not only reduce stigma but also ensure more students have access to healthy meals,” said lead author Juliana Cohen, ScD, RD, Director of the Center for Health Innovation, Research, and Policy at Merrimack College, and Adjunct Professor of Nutrition at Harvard T.H. Chan School of Public Health. “Our findings show that removing these policies comes at a cost to both school nutrition programs and student well-being.

The authors conclude that reimplementing or expanding UFSM policies could help reduce financial strain on schools, lessen meal debt, and improve equitable access to nutrition for students. They also note the importance of addressing ongoing staffing shortages in school meal programs to support sustainable implementation.

 

 

Feeling safe, happy, cared for at school may help kids be more active



Students, particularly girls, engage in less physical activity when they feel socially disconnected





University of Georgia





How comfortable a child is in their school may influence their physical activity levels, according to a new study from the University of Georgia.

Researchers from the UGA College of Public Health found students who feel connected and safe at their school are more active. However, overall activity levels fell for this age range, especially among girls.

“There is a trend of declining physical activity in Georgia and across the world among students, and that declining trend is increasing,” said Biplav Tiwari, lead author of the study and a doctoral student in epidemiology. “We’re learning that a positive school environment not only supports academic rigor but also helps promote healthy lifestyle decisions, such as being physically active.”

Previous research has suggested this may also lead to better academic outcomes for students and improved mental well-being both in and out of the classroom.

Increased activity levels improve well-being, lead to academic success

Using five years of data from the Georgia Student Health Survey, the researchers analyzed over 685,000 responses from middle and high school students (ages 11 through 17) on the following eight aspects of school climate:

  • School connectedness.
  • Peer social support.
  • Adult social support.
  • Cultural acceptance.
  • Physical environment.
  • School safety.
  • Peer victimization.
  • School support environment.

The study found that students who reported feeling unsafe, unhappy or not cared for in their school were also less likely to be physically active.

Of the students who said they felt supported, connected and safe at their school, one in five increased their activity levels as they aged and reported being physically active at least four to five days per week.

“Students who are physically healthy are mentally healthy, and physical and mental health is associated with improved academic achievements. To reach the academic potential that our students are all capable of, they need social support and adult support in school,” said Janani Rajbhandari, senior author of the study and an associate professor in health policy and management.

Activity levels decline as kids age, especially for girls

Overall, reported activity levels declined as the children aged, the study found.

Activity levels peaked at the end of middle school and then tapered off in high school, which could be attributed to state requirements.

The state only requires one credit hour of physical exercise or wellness for high schoolers, and that course can even be completed online. That is little required activity, so unless kids participate in team sports in high school, there is low engagement in physical activity.

This was especially the case for girls, who were 17% less likely than boys to report being physically active in high school, the researchers said. Past studies from the authors have also shown gender differences in the association between school climate and physical activity among high school students.

"Adolescence is a very important phase for establishing habits to last a lifetime. Healthy behaviors … have a lifelong impact.”

— Janani Rajbhandari, College of Public Health

Once those habits are established, they may be hard to break.

“Adolescence is a very important phase for establishing habits to last a lifetime. Healthy behaviors or habits that are formed have a lifelong impact,” said Rajbhandari.

The study suggests continued efforts to promote school climate for its role beyond academics to combat unhealthy behaviors and risks of obesity, high blood pressure and cardiovascular disease. And that means focusing on boosting the atmosphere of the place where kids spend most of their time.

“It’s really important that investment in adolescents continues to happen, and our findings suggest schools can be one of the important avenues for us to intervene to promote healthy lifestyles,” said Tiwari. “There is a need to recognize the importance of school climate and implement a holistic approach to improve the health of our future: the students.”

This study was published in Frontiers in Public Health and was co-authored by Jacob Matta Linlin Da, Kiran Thapa, Ye Shen and Justin Ingels of the UGA College of Public Health, as well as the University of Arkansas for Medical Sciences’ Michael Thomsen.

 

Researchers develop new indicators to detect loneliness risk in remote work



By analyzing workplace chat data, the study examines employees’ online activity and social connectedness, helping organizations detect isolation risks and take timely action.



Kyushu University

Visualizing online communication to detect lonely workers 

image: 

Loneliness can be seen in a physical workplace, but remote work hides the signs. Researchers at Kyushu University analyzed chat logs from platforms like Slack and developed new indicators to identify employees at risk of loneliness.

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Credit: Kyushu University





Fukuoka, Japan—Messages sink without a reply, and mentions disappear from group chats. Small oversights quietly fuel workplace loneliness. 

In today’s increasingly digital workplaces, flexible hours and remote work offer freedom and convenience, but also bring risks of developing mental health issues. While subtle cues in face-to-face settings can reveal when employees are struggling, how can organizations detect signs of loneliness online before it’s too late?

A team led by Professor Yutaka Arakawa of Kyushu University’s Faculty of Information Science and Electrical Engineering is looking for clues in our digital footprints—the traces left by everyday online communication. In a recent paper published in the Journal of Information Processing, they analyzed workplace chat data to identify employees potentially at risk of loneliness.

“Digital footprints can actually tell us a lot about people’s internal states,” Arakawa explains. “Office platforms such as Slack provide statistics on channel activity, but they don’t cross-analyze interactions to reveal the patterns between individuals. We wanted to visualize the network of relationships by sensing and analyzing online communication.”

Using data from public Slack channels, Arakawa’s team developed two new indices: contribution level and adjacency level. The former measures how actively someone initiates discussions and replies to messages, and the latter captures how connected one is to others through mentions and reactions. 

The team applied the two metrics to their lab’s Slack workspace, analyzing the digital footprints of 48 members and clustering individuals into groups. The results were visualized in a network graph, where each person was represented as a colored dot. Larger dots with many connecting lines indicated individuals who interacted widely across the organization, while smaller dots with fewer connections showed those who might be more isolated.

To see whether this graph mirrored actual feelings, the research team used a widely adopted psychological measure, the UCLA Loneliness Scale. The results showed that members reporting lower levels of loneliness had significantly higher adjacency levels, suggesting a potential link between active online communication and stronger in-person social connections. However, employees who communicate less online do not necessarily feel lonelier. 

“One possible reason is that our analysis focused only on public channels, excluding private messages,” Arakawa explains. “Some lab members may rarely post in group chats but maintain active one-on-one communication with their supervisors.”

Recognizing the limits of their sample size, the team is now collaborating with companies to refine the algorithms behind these indicators and broaden their applicability. Meanwhile, Arakawa is partnering with experts in occupational health and policy research as part of a larger research project on social loneliness, funded by the Research Institute of Science and Technology for Society (RISTEX). Besides developing measurable indicators of workplace loneliness, the initiative explores its underlying causes and turns the findings into practical strategies, including prevention and timely interventions.

Arakawa is also working on guidelines for using workplace chat platforms to reduce isolation risks. 

“Even a small action, like reacting with an emoji, shows that someone’s message has been acknowledged,” he says. “I hope we can build a society where such gestures of consideration come naturally, even in digital environments.”

 

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For more information about this research, see " Visualization of Online Communication and Detection of Lonely Users Using Social Graphs Based on Contribution Level and Adjacency Level," Ryosuke Takizawa, Isshin Nakao, Kensuke Taninaka, Akihisa Takiguchi, Toshiki Hayashida, Shusaku Kita, and Yutaka Arakawa, Journal of Information Processinghttps://doi.org/10.2197/ipsjjip.33.765

 

About Kyushu University  


Founded in 1911, Kyushu University  is one of Japan's leading research-oriented institutes of higher education, consistently ranking as one of the top ten Japanese universities in the Times Higher Education World University Rankings and the QS World Rankings. The university is one of the seven national universities in Japan, located in Fukuoka, on the island of Kyushu—the most southwestern of Japan’s four main islands with a population and land size slightly larger than Belgium. Kyushu U’s multiple campuses—home to around 19,000 students and 8000 faculty and staff—are located around Fukuoka City, a coastal metropolis that is frequently ranked among the world's most livable cities and historically known as Japan's gateway to Asia. Through its VISION 2030, Kyushu U will “drive social change with integrative knowledge.” By fusing the spectrum of knowledge, from the humanities and arts to engineering and medical sciences, Kyushu U will strengthen its research in the key areas of decarbonization, medicine and health, and environment and food, to tackle society’s most pressing issues.