International students
We are fortunate that International student arrive to study here from across the globe. As a community we benefit from their contributions, world views and global citizenship. Many International students thrive, some encounter culture shock which they overcome, while a proportion experience more significant challenges. Commonly identified stressorsinclude:
- acculturation processes
- missing cultural, family and religious connections
- meeting family and self-expectations
- adjusting to new freedoms and responsibilities e.g. cooking for oneself
- learning English (which may be their second or third language)
- incorporating unfamiliar methods of teaching and learning
- financial pressures
- social isolation
- mental health concerns
- experiences of racism
The following scenario illustrates the potential for initial misunderstandings while acculturating to a new learning environment:
https://www.youtube.com/watch?v=jE5VGDroEpg
International students experience higher levels of psychological distress than their domestic peers, and acculturative stressors may increase health vulnerability which impacts academic outcomes. Some students arrive with pre-existing mental health conditions while others experience mental health concerns for the first time during their stay. Anxiety, depression, severe worry and grief-related stress are most commonly reported. There is some evidence that age, academic competency, and sense of connectedness are protective factors, however further research in the Australian context is warranted. Helen Forbes-Mewett points to quantitative studies indicating concern about the frequency, form and severity of mental health conditions, and several authors recommend early intervention to increase mental health awareness, help seeking behaviour and social connectedness.
International students sometimes delay seeking help for mental health problems until their studies are seriously affected. Students may perceive mental health issues as ‘taboo’ or have different concepts of mental health and wellbeing. We know that health systems can operate quite differently and costs may also be prohibitive. Students may not be aware they have a mental health condition or believe any disclosure could have negative implications for them.
What can I do to help?
Be mindful of communication
- When a student approaches you for help, explain your role if they don’t know.
- If possible, allow additional time to consult.
- For students mastering English, speak simply and clearly at normal volume and avoid using slang.
- Be prepared to clarify your meaning and theirs, allow time for them to respond and check back that you both understand the message.
- Students will appreciate your good will and patience, and responding positively to friendly non-verbal communication and tone of voice.
- Use plain written language, present a logical order of events and active voice. Don’t forget to define any technical terms.
- Emailing information can be helpful.
Consider cultural influences
- Acknowledge student experiences of culture shock and stages of adjustment.
- Have conversations about cultural values and beliefs – what similarities and differences do they observe?
- Be explicit about your expectations of the student role.
- Consider behaviour from a cultural perspective. For example, a student may withdraw to ‘save face’ rather than express a different opinion to that of their supervisor.
- Note accidental cultural insults (yours and theirs) and don’t take them personally.
- Of course, every student is unique and adopting a cultural lens doesn’t mean stereotyping.
Promote the role of positive mental health in students’ lives
- Discuss the relevance of healthy lifestyle to student wellbeing, experience and academic success and promote self-care and life balance to buffer stress. e.g. sufficient sleep, exercise, study breaks, peers contact, attending university events.
- Acknowledge student resourcefulness and strengths e.g. studying in their second language
- Facilitate sense of belonging and peer contact in class.
Recognise and respond to signs of psychological distress
- Expressions of psychological distress differ from person to person, and concepts of mental health vary considerably across cultures. One student may report somatic symptoms rather than emotional stress, another will inform they have no words in their language to describe depression, a third student will be keen to continue psychotherapy which is commonly sought in their home country. Nonetheless, we all have mental health which varies along a continuum depending on a range of factors including stressors, coping and supports.
- Symptoms of distress may indicate culture shock, stress, loss and grief or a mental health issue.
If you notice signs such as poor self-care, withdrawal, excessive reactions, expressions of hopelessness or changes in academic performance, you don’t need to be certain whether the student has a mental health issue. Consider approaching them about their wellbeing and normalise help seeking.
- If they are in a state of crisis, provide a quiet space for them to calm and consult student support whenever needed.
- You may like to follow up with students who don’t attend classes several weeks running.
Consider this commonplace scenario: get rid of
A hard working, academically high achieving international student takes time to adjust to living away from home for the first time, cooking for themselves and managing their life independently. They fall behind with their studies and work on assessments late into the night, losing sleep and their usual routine. They study harder to achieve their high standards and worry about disappointing their parents. Receiving feedback about failing an assessment, they lose confidence. They don’t feel motivated to attend classes but don’t understand why and blaming themselves for being lazy, they withdraw from friends and contact family less often. They don’t know about symptoms of depression but decide to consult their GP about their headaches, feeling tired and losing weight. Fortunately, the GP screens for depression, prescribes medication and suggests consultation with CAPS. However, feeling ashamed about their loss of motivation to study and fearing judgement, they don’t attend their counselling appointment and subsequently fail one of their courses. A friend reaches out when they don’t hear from the student over the break and accompanies them to their GP and CAPS for follow up, with referrals to Student Advice and AccessAbility, and a wellbeing and academic success plan is developed.
What else could we do to help? //
Normalise help seeking at university
- Challenge stigma about seeking support for personal issues, stress and mental health concerns. E.g. sometimes students think they are weak for being stressed or dishonouring their family by falling behind with their studies.
- Normalise help seeking behaviour at university as resourceful action, skill building and personally enriching.
- Connect students to the most relevant and accessible sources of help in a timely manner.
- You may need to explain their support options and how confidentiality operates; that is, consulting a doctor or UON Counselling and Psychological Services (CAPS) is a confidential process unless there are immediate concerns about serious risk of harm to self or others, in which case we will work together to keep people safe.
- Signpost where to access help and offer to assist with referral. If a student is experiencing depression they may not seek advice from family and friends as usual.
- Look for leverage and alternate support pathways if the student is reluctant to seek help for their mental health concerns. For example, a student may be willing to have a general health check with the aim of improving their study focus.
- When appropriate, check back to confirm the student received help.
- Inform students about access to reasonable adjustments when relevant and that registration with AccessAbility is not noted on their transcript.
- Sometimes, classmates will approach trusted staff for advice about the wellbeing of a peer they are worried about. Please assist them to consult CAPS or Campus Care to follow up with any student of concern.
Develop your cultural competency add to cultural
You may like to continue developing your cultural competency by registering for the online cultural competency course on Discover.
(Ben this is the link
Maintain professional boundaries and take care of yourself get rif go to distress
- Be aware of urges to rescue students who are going through periods of crisis.
- Sometimes students will share traumatic experiences due to political and social unrest in the home country. Don’t hesitate to contact the UON employee Assistance Program or CAPS for support and debriefing.
(Ben if you want to add link to EAP word
and CAPS https://www.newcastle.edu.au/current-students/support/personal/counselling)
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.