Navigating the University Transition: The Role of Social Media in Student Wellbeing and Adjustment

The transition to university is a critical period of academic, social, and emotional adjustment. Social media plays a central yet complex role, offering opportunities for connection while also posing risks to wellbeing, productivity, and social integration. This study explores how first-year undergraduates experience and interprets their social media use during this transition. Using a constructivist grounded theory approach, nine focus groups were conducted with 40 first-year students at a UK university. Analysis generated a model conceptualising social media as a ‘double-edged sword’ within the broader social transition. Five interrelated themes were identified: social transition, polarised attitudes, quality of social connection, wellbeing support, and quantity and form of use. Social media supported early connection-building, maintaining peer ties, and accessing support, yet excessive or passive use intensified social comparison, fear of missing out, and academic distraction. Students recognised problematic use themselves, often prompting peer intervention to restore balance. Form, purpose, and perceived impact shaped experiences more than time spent. Findings highlight the importance of student agency, peer networks, and institutional support, offering implications for promoting healthy social media practices, wellbeing, and smoother transitions to university life.