Navigating the high school to university transition with social media: intensity of use, sense of belonging, and meaningful change

Purpose This study aims to explore the use and perceptions of social media among university students before and during their transition from high school to higher education. Design/methodology/approach This exploratory, cross-sectional study uses an online survey of 312 undergraduate students at a large public research university in the USA. Findings Active participation was prevalent for connecting with peers, while passive use was high when learning about university-related topics. While at university, social media was most useful for finding campus events and connecting with classmates, but least effective for connecting with instructors. Most participants experienced meaningful change in their social media use from high school to university, which is often attributed to personal growth. Social media intensity correlated weakly but positively with usefulness and sense of belonging. Research limitations/implications The study’s sample from a single university limits generalizability. While similar institutions might show comparable results, variations due to student demographics and differing institutional practices could emerge. The retrospective approach for reporting high school behaviors also poses a limitation. Future research could longitudinally follow students from university search to enrollment and attendance. Practical implications The study recommends universities adjust social media strategies by prioritizing social content, using student ambassadors and customizing feeds. Universities should support students both online and offline, recognizing diverse pathways to belonging. Originality/value This study examines the transition period by asking university students to retrospectively reflect on high school experiences and also report current experiences. It also offers insights into student perceptions of whether their social media use has changed in meaningful ways.