The Power of Connection: Understanding SES-Based Gaps In Youth Well-Being

Fang, W.M., Courtney, A., Jackson, M.O., & Zaki, J. (2025). Differences in perceived social connection help explain SES-based gaps in well-being. Social Networks, 82, 55-64. https://doi.org/10.1016/j.socnet.2025.03.004  

Introduction

A new article explores the factors contributing to well-being disparities between low and high socioeconomic status (SES) undergraduate students. Fang and colleagues (2025) examine one factor: the role of social connections, in particular how students’ self-perceptions of their connections differ from how their peers perceive them. They hypothesized that these differing perceptions of social connection may help explain why there are SES-based gaps in well-being.    

Methods

785 first-year undergraduate students were surveyed. Students reported on two measures of social connection: outdegree (number of friends a student reports having) and indegree (number of peers who report that student as a friend). Authors hypothesized that low-SES students would report lower outdegree and/or indegree, and that these differences would explain well-being gaps across socioeconomic status.    

Socioeconomic status was measured using family income and parental education. Well-being was measured using the Satisfaction With Life Scale and a question about belonging.  

Results

The authors found that low-SES students reported lower outdegree, but had similar indegree compared to high-SES students. Lower outdegree was associated with lower well-being, even when controlling for indegree.

Discussion

Findings suggests that low-SES students perceive fewer social connections, and that this perception impacts their well-being.   These findings also highlight the importance of considering self-perceived social connections in addition to peer-reported connections when examining well-being in undergraduate students. Interventions aimed at improving social connections and well-being in low-SES students should focus on students’ own perceptions of their social networks.    

Implications for Mentoring Programs

Mentors should be aware that low-SES students may perceive fewer social connections than their higher-SES peers, even if they have a similar number of peer-reported connections. It is critical for mentors to help low-SES mentees build social connections and also to foster a sense of belonging. Interventions should focus on enhancing students’ self-perceptions of their social networks, ensuring that students feel connected and supported in their college environment.

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