Whereas, Cornell University’s academic calendar includes several short breaks throughout the academic year during which a significant portion of the undergraduate student population leaves campus;
Whereas, students who remain on campus during these periods may disproportionately include first-generation students, low-income students, international students, and students who face financial or logistical barriers to traveling home;
Whereas, the departure of roommates, friends, and established social networks can create sudden feelings of isolation and disconnection for students who remain on campus;
Whereas, academic breaks can make socioeconomic differences within the Cornell community particularly visible, as some students travel home or participate in vacations and other activities while their peers lack the financial resources or flexibility to do the same;
Whereas, students who cannot afford to travel home may experience additional financial anxiety, homesickness, and emotional distress associated with being separated from their families and existing support systems;
Whereas, these circumstances can make academic breaks particularly difficult for students already navigating financial insecurity and the challenges of transitioning into university life;
Whereas, freshmen may be particularly vulnerable to isolation during short academic breaks because they have not yet established the friendships, social networks, or support systems that allow them to coordinate travel plans and maintain community outside of campus;
Whereas, freshmen who have yet to establish their independence or find their footing at Cornell may experience the sudden departure of their roommates and peers as a particularly disruptive transition, leaving them without established communities to rely on during periods when campus activity decreases;
Whereas, research published in the Journal of Adolescent Research in 2023, titled “It’s Easy to Feel Alone, But When You Have Community, It Makes College a Lot Easier,” found that meaningful peer relationships and institutional support are essential to first-generation students’ successful adjustment to college, underscoring the importance of providing freshmen with structured opportunities to establish friendships and support networks;
Whereas, a 2026 study published in the Journal of American College Health, titled “Psychological Well-Being Among U.S. College Students: The Associations With School Climate, Loneliness, and Financial Stress,” found that loneliness had the strongest negative association with psychological well-being among surveyed college students, while financial stress was also negatively associated with well-being, demonstrating the importance of addressing social isolation and financial insecurity as interconnected student welfare concerns;
Whereas, Cornell University’s 2025 Undergraduate Experience Survey found that 59% of surveyed undergraduate students who reported working for pay did so because they needed money for school expenses, demonstrating the financial pressures experienced by a significant portion of the undergraduate population;
Whereas, the Tatkon Center for New Students serves as a university resource specifically dedicated to supporting freshmen as they transition into Cornell and establish their communities;
Whereas, the Tatkon Center is particularly well-positioned to help address freshman isolation during academic breaks through dedicated community-building programming;
Whereas, the challenges of socioeconomic isolation during academic breaks extend beyond freshmen and require a broader institutional response that includes students across all undergraduate class years;
Whereas, Cornell University has multiple departments, campus organizations, residential communities, and student groups with the capacity to support students who remain on campus during academic breaks;
Whereas, coordinating existing university resources and student organizations could create a more sustainable and comprehensive support system without placing the responsibility entirely on any single department or student organization;
Whereas, Cornell University has an interest in ensuring that students feel supported, included, and connected throughout the academic year, including periods when campus activity and access to their usual social communities decrease;
Be it therefore resolved, That Cornell University establish recurring community-building programming during every short academic break to provide students remaining on campus with opportunities to socialize, establish friendships, and access community support;
Be it further resolved, that the University evaluate existing departments, campus organizations, residential communities, and student groups to identify opportunities for collaboration in organizing and facilitating community-building activities during academic breaks;
Be it further resolved, that the University coordinate with relevant campus organizations and departments, including Student and Campus Life, residential communities, and undergraduate student organizations, to ensure that programming is accessible to students across all undergraduate class years;
Be it further resolved, that the Tatkon Center for New Students establish dedicated community-building programming for freshmen during every short academic break, recognizing the particular challenges faced by first-year students who have not yet established social networks and support systems at Cornell;
Be it further resolved, that community-building programming include accessible activities such as shared meals, recreational activities, outdoor games, and social gatherings that allow students to establish meaningful friendships regardless of their financial circumstances;
Be it further resolved, that the University provide appropriate funding and institutional resources to support free or low-cost programming and meals for students remaining on campus during academic breaks;
Be it further resolved, that the University monitor student participation and feedback following academic breaks to evaluate the effectiveness of programming and identify opportunities for improvement;
Be it finally resolved, that the Cornell Student Assembly calls upon the appropriate University offices to implement this resolution and provide the Assembly with an update on its implementation.
Respectfully Submitted,
Myshay Causey
Representative At Large, Student Assembly
