Schools’ membership surveys. These show a marked increase post-pandemic in the number of students with eating disorders and anxiety. Taken together, the conclusions suggest an urgent need to do more to support international students’ transitions in HE settings and students’ transitions throughout their education journey.
EMBEDDING TRANSITIONS-CARE THROUGHOUT SCHOOL LIFE The CIS has over the past few years been working with schools and universities to offer evidence- based
support for international
students so they can make healthier transitions between secondary and higher education. CIS’s draft Transitions-Care Model for schools and universities is based on academic research and literature reviews, as well as the views and experiences of headteachers, counsellors, admissions and student services, parents and students. Fostering connection and belonging – essential for good wellbeing and mental resilience – came out strongly in the literature reviews. CIS’s survey also shows that
well over 90% of schools currently provide transitions-care. This is mostly in the practical search and application process, and academic skills development. It also highlights
gaps in current provision and offers a framework of practice based on stronger partnerships between international schools and universities. The Transitions- Care model focuses on those areas that are less well-served, including careers advice and how to:
• prepare for cultural adjustments and understand students’ own identities
• develop life, social and emotional skills, and help-seeking behaviours
• prepare for mental health stressors
• engage with and support parents • widen the number of countries and institutions covered from the current narrow focus on Europe and North America.
A further key finding was that students, parents and schools would all like transitions-care to be embedded throughout their time at school – not just at established points of transition, like the move from secondary school to university when it becomes the responsibility of the university guidance counsellor. From the university side of transitions-care, the CIS’s work showed significant diversity in the types of support offered, from tailored to nothing it all. It also revealed the needs of repatriating students’ (those returning to their passport country, or where they spent most of their formative years before becoming globally mobile) – including managing reverse culture shock – often go unrecognised. Many universities regard international students as an homogenous group, while structural
barriers can create
significant difficulties. The survey also shows that
university counselling departments are often overwhelmed with the demand for their services. Interestingly, both parents and school representatives rank life- skills development as important. However, this came as one of the lowest priorities among the university representatives surveyed.
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LINKING INTERNATIONAL EDUCATION WITH UNIVERSITY AND POST- GRADUATE LIFE Bringing all these findings and factors together, CIS’s practical Transitions-Care Model for schools and universities centres on individual purpose and direction, encompassed by an understanding of:
• identity, purpose and goals • career exploration • and the right ‘fit’ for post- secondary options.
The goal is to set young people up to thrive in their transition from school to university and beyond graduation. Individual purpose and direction are supported by four pillars:
1. Skills development:
including social, emotional, global perspective building, self- advocacy and personal safety
2. Practical support: including immigration, travel, housing, finances and employment opportunities, health insurance and medical care, and local laws and cultural norms
3. Connection and belonging: social media, alumni, peer support, clubs and personal tutors help-seeking,
4. Wellbeing:
growth mindsets and resilience, counselling support and centralising information.
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