This editorial focuses on what is widely regarded as a beneficial aspect of adult education, that is, increased opportunities for socialising, and how they may have been reduced by the general move to online learning in response to the COVID pandemic. Whilst some scholars have previously highlighted the potential negative social aspects of adults engaging with lifelong learning on relationships with those closest to them (e.g. Waller et al., 2011; Waller et al. 2014), adult education has generally been seen as a source of significant benefit for participants in a variety of arenas.. The classic model from Tinto (1975) regarding adult student drop-out cited social integration with fellow course members – or lack thereof – as a major influence on the likelihood of someone completing a course of study. In addition to the personal benefits to learners from improved physical and particularly mental health and well-being, the economic benefits to individuals, society and the state usually outweigh the financial costs of educational provision (Schuller et al., 2004). Other potential benefits for individuals include short term social ones in addition to the obvious longer-term enhanced employment prospects arising from the acquisition of further skills or qualifications, what is often referred to as ‘enhanced employability’ within the dominant neoliberal discourse of policy makers.