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1、Reflections on Providing Support for Students and Administrators Sarah Ingraham and Leah Mason,Ed.D.GLOBAL EDUCATION RESEARCH REPORTSMental Health and Well-Being in International Education MentalHealthandWellBeinginInternationalEducationReflectionsonProvidingSupportforStudentsandAdministratorsAboutI
2、IEAsanindependent,501(c)(3)notforprofitfoundedin1919,themissionoftheInstituteofInternationalEducation(IIE)istohelppeopleandorganizationsleveragethepowerofinternationaleducationtothriveintodaysinterconnectedworld.IIEsworkfocusesonadvancingscholarship,buildingeconomies,andpromotingaccesstoopportunity.
3、IIEresearchpublicationscanbefoundat:https:/www.iie.org/research/AboutAIFSFoundationTheAIFSFoundation,anindependent,notforprofit,501(c)(3)taxexemptpubliccharity,wasestablishedin1967withtheassistanceofthelateSenatorRobertKennedytohelpyoungpeoplefrommanynationsanddiverseculturestounderstandeachotherbet
4、ter.TheAIFSFoundation,inpartnershipwithcorporationsandfoundations,providesgrantsandscholarshipstostudentsforparticipationinstudyabroadprogramsandprovidesgrantstohighschoolsandinstitutionsofhighereducationtoencourageinternationalandeducationaltravel.AIFSpublicationsandresearchpaperscanbefoundathttps:
5、/www.aifsfoundation.org/publications.asp#recentWewouldliketothanktheindividualsandorganizationswhocontributedtothispaperthroughinterviews,research,andsharingtheirknowledge.Copyright2023InstituteofInternationalEducation,Inc.Allrightsreserved.ThisreportispartoftheGlobalEducationResearchReportssupporte
6、dbytheAIFSFoundationandIIE.Theopinions,findings,andconclusionsstatedhereinarethoseoftheauthorsanddonotnecessarilyreflectthoseoftheAIFSFoundationorIIE.SuggestedCitationIngraham,S.&Mason,L.(2023).MentalHealthandWellBeinginInternationalEducation:ReflectionsonProvidingSupportforStudentsandAdministrators
7、.InstituteofInternationalEducation.23TableofContentsForeword.4Introduction.6Keyfindings.7Methodology.9Mentalhealthconsiderationsininternationaleducationprograms.10Promisingpracticestosupportstudents.11ProactivityoverReactivity.11Prioritizewellbeingasaguidingtenetofprogramming.11Startearly.12Cultivat
8、eaccessibilitythroughhightouchadvising.13Overcomingstigma.14Opendialoguecreatesabravespacefordisclosure.14Usingavarietyofapproaches.15Maintainanassetbasedoutlook.16Promisingpracticestosupportadminstrators.17Youarenotanisland.18Bringinmentalhealthexpertsandsupports.18Integrateallofficesservinginterna
9、tionalexchangestudents.18Leveragestudentmentors.19Supportingmentalhealthfromanorganizationalperspective.19Conclusion.20References.21Resourceappendix.24 4FOREWORDAsleadersininternationaleducation,weatIIEandtheAIFSFoundationtakethehealthandwellbeingofallstudentswhoparticipateinexchangeprogramsseriousl
10、y.Educationabroadexperiencestakeindividualsoutsidetheircomfortzoneanddriveandchallengetheirawarenessoftheworldaroundthem.Werecognizethattheseexperiencescanalsobedisruptive,stressful,andcomplexcomparedtowhatisfamiliarandcomfortableathome.AIFSandIIEfocusonensuringparticipantsuccessthroughongoingreview
11、andmonitoringofourparticipantsupportsystems.Asourprogramsgrowandevolve,sodoourparticipants,theirneeds,andtheirexperiences.Wehavealwaystakenthewellbeingofourparticipantsveryseriouslyandprovidedthenecessarymentalhealthresourcesthroughvariousmeanstoensuretheyaresupported.Ourorganizationsworkcloselywith
12、mentalhealthprofessionalsandcoordinatewithavailablecampusresourcestoaccessneededsupport.TheemphasisonwellbeinghasonlybecomemoreimportantwiththewelldocumentedmentalhealthchallengesstudentshavefacedsincetheCOVID19pandemic.AtAIFSGlobalEducationCenters,ourteamsemphasizeteachingandsupportingthewholeperso
13、n,consideringparticipantsindividuallivedexperiences,strengths,andrequirements.Byengaginginopenandhonestdialoguefromthefirstsparkofinterestinourprograms,throughthepredepartureprocess,andintotheexperienceonsite,ourstaffplayanessentialrole:activelisteners.Connectingwithparticipantsinthiswayreinforcesth
14、epositionofstaffandfacultyassupportandcommunity.Similarly,atIIE,ourteamshaveputinplacerobustsystemstosupportinternationalstudentsandAmericansoverseaswhofacementalhealthchallenges.Wehavealsolearnedtotransfertheknowledgeofcaringforparticipantsincrisistocaringforourteammembers.EmergingfromtheCOVID19pan
15、demic,wehaveestablishednewnormsofsupportthatenableustoservestudentsinflexibleandnimblewaysandacknowledgeourteammembersneeds.Morefrequentcommunicationisanexpectationatalllevels,andincreasedflexibilityandempathyattheprogrammaticandteammemberlevelsarecentraltenetsinoperatingeducationalprograms.Wechoset
16、opursueapaperonmentalhealthandwellbeingthisyearbecauseofthegrowingawarenessamonginternationaleducatorsthatitisacriticaltopicforourfield.Whilethispaper,limitedbyspacealone,offersashortintroductiontothesupportneededforstudentsandadministratorsininternationaleducation,wehopethatitistheopeningofamoresig
17、nificantandmuchneededdialogueonthetopicofmentalhealthandwellbeingatopicessentialtohowwecareforstudentsandthenumerousadministratorswhosupportthematourorganizationsandaroundtheworld.WilliamL.GertzChairman,AIFSTrustee,AIFSFoundationAllanE.Goodman,Ph.D.CEO,InstituteofInternationalEducation5FOREWORDHavin
18、gdedicatedmycareertosupportingteenandyoungadultmentalhealth,IreadwithgreatinterestthepublicationbyTheInstituteforInternationalEducation(IIE)andTheAmericanInstituteforForeignStudy(AIFS)onMentalHealthandWellBeinginInternationalEducation.Asleadersininternationaleducation,bothforU.S.studentsstudyingabro
19、adandinternationalstudentsstudyingintheUnitedStates,IIEandAIFSbringtheirexpertisetobearontheuniquementalhealthchallengesmanyofthesestudentsface.Theincreasingratesofmentalhealthstrugglesamongouryouthiswelldocumented,yettheimpactonmentalhealthamongstudentsstudyingoutsidetheirhomecountryhasreceivedless
20、attention.MentalHealthandWellBeinginInternationalEducationprovidesanoverviewofthechallengesthesestudentsarenavigatingandconcretestrategiesforsupportingthem.Theemphasisonaproactiveversusreactiveapproach,offeringsupportandguidancepredeparture,theintegrationofofficesthatsupportstudentstoenablecollabora
21、tion,training,andeducationforstaffonhowbesttosupportstudentmentalhealth,andeducationonculturaldifferencesandattitudestowardmentalhealtharejustafewofthestrategiesdiscussed.Furthermore,IIEandAIFSnotethatadministrators,faculty,andstaffarestrugglingtomaintaintheirownwellbeingwhilecaringforstudents,andth
22、eymakerecommendationstoleadershiponhowtosupporttheirstaffsmentalhealthbest.Theyurgeprogramadministratorsandinstitutionstotakeasystemic,campuswideapproachtosupportwellbeingandcallonleaderstoprioritizewellbeingforstudents,faculty,andstaff.MentalHealthandWellBeinginInternationalEducationgoesbeyondsimpl
23、yidentifyingtheuniquementalhealthchallengesofinternationalandU.S.studentsstudyingabroadbybroadeningthefocustoincludethewellbeingoffaculty,staff,andadministrators,emphasizingtheimportanceofleadershipsupportandofferingconcrete,practicalstrategiesforsupportingmentalhealth.MentalHealthandWellBeingisahel
24、pfulguideforallwhoworkininternationaleducation.NanceRoy,Ed.D.ChiefClinicalOfficerTheJEDFoundation6INTRODUCTIONIntheUnitedStates,thefieldofinternationaleducationalexchangehasincreasinglyfocusedonmentalhealthandwellbeingthroughouttheprogramcyclefrominternationalstudentscomingtotheUnitedStatesandthoses
25、tudyingabroadandtheirhostinstitutionsandfamilies.ThisfocusextendstotheadvisorsandadministratorssupportingthesestudentsatU.S.colleges,universities,andorganizationsadministeringexchangeprograms.Whilementalhealthsupportservicesarenotnew,andmanyorganizationsfocusedonchallengeswellbeforetheCOVID19pandemi
26、c,thehealthemergencyoverthepastthreeyearsexacerbatedtheimportanceofthetopicthroughoutinternationaleducation.AtthehighestechelonsofU.S.highereducationwastheadmittancethatburnoutwasrealacrossstudentsandadministrators.Tomoveforwardininternationaleducation,wemustlookharderatwhatsupportisneededtoprioriti
27、zementalhealthandwellbeingatalllevels.Thiswelcomeshiftadvocateelevatingmentalhealthandwellbeingasparamountinanystudentsinternationaleducationexperience,ensuringtheirjourneyissupportedandpositive.Itfurtheracknowledgestheimportanceofwellbeingsupportforstudentsacademicsuccessandinternationaleducationpr
28、ofessionalscriticalroleinsupportingtheirmentalhealth.Atthesametime,thissituationhascreatedadialoguearoundhowinternationalexchangeadministratorscanreceivethenecessarysupporttoaddressmentalhealthissuesandfeelsupportedintheirprofessionalroles.AIFSFoundationandtheInstituteofInternationalEducation(IIE)ar
29、ecommittedtosupportingresearchonimprovingmentalhealthandwellbeingforstudentsparticipatinginexchangeprogramsandtheprofessionalsadministeringthem.AmidtheCOVID19pandemic,ourpriorityhasbeentostudyhowourstaff,students,andscholarscanhavepositiveexperiences.Aspartofthisresearch,weprovidecasestudiesacrossou
30、rtwoorganizationsandU.S.collegesanduniversitiesaboutpromisingpracticesthatsupportstudentsandadministratorsmentalhealthandwellbeing.Theresearchsynthesizesrespondentsperspectivesalongsideareviewoftheliteratureonmentalhealthandwellbeingtoprovideacontextforthechallengesstudentsarefacingandrecommendation
31、sforhowbesttosupportthem.Finally,itsharesresourcesforhowtoenhancesupportsystemsinaResourceAppendix.7KEYFINDINGSTheCOVID19pandemicbroughtmentalhealthconcernstotheforefrontonuniversitycampusesworldwide.Respondentsintheinternationaleducationfieldnotedthatinternationalstudentsandthosestudyingabroadconti
32、nuetosufferfromincreasedanxietyandagreaterconcernaboutthegeneralstateoftheworld.Thisrequiresprogramadministratorstoproactivelyprovidesupportservicesthatspeaktotheneedsofinternationalandstudyabroadprograms.SupportforStudentsRespondentsemphasizedtheneedtodevelopproactivepracticesthataddressstudentsnee
33、ds,movingbeyondreactiveresponses.Theydescribedwaystoleveragetouchpointsthroughouttheirrelationshipwiththestudentthatdemonstratedtheimportanceofwellbeing.Prioritizewellbeingasaguidingtenetofprogramming.Emphasizingthatwellbeingisatoppriorityofexchangeprogramsandsharingthetoolstofacilitatehealthisparam
34、ountinthefield.Respondentsrecommendedthatwellbeingresourceshaveastrongpresenceonwebsites,withinprogramapplications,duringorientation,andevenaspartoftherequiredacademiccurriculumatthestartoftheprogramactivity.Startearly.Respondentsemphasizedthatapproachingmentalhealthandwellbeingtopicsasearlyaspossib
35、le,suchasatpredepartureorwhenstudentsselectprograms,iscritical.Providehightouchaccessibility.Supportingstudentwellbeingrequiresconsistentcommunicationandcontactwithstudents,includingregularcommunityengagementactivities,checkins,andotheropportunitiesforfacetofaceencounters.Respondentsnotedthatamultip
36、rongedapproachfromdifferentanglescouldstrengthenthequalityofsupportthatstudentsreceive.Overcomingstigmaisthegreatestbarriertosupportingstudentsinneed.Respondentsworkingwithinternationalstudentsandstudentsstudyingabroadsharedstrategiesforbringingdownbarrierstoidentifymentalhealthchallengesandbettersu
37、pporttheirstudents.Createabravespacefordisclosure.Whileitmaybedifficultforstudentstodisclosetheirmentalhealthandwellbeingneedsduringpredeparture,respondentsrecommendedgarneringtrustandcondemningstigmafromtheoutsettofosteropen,honestdialoguebeforethestudentdepartstotheirstudyabroadlocation,whethertha
38、tistheUnitedStatesorabroad.Useavarietyofapproaches.Sincementalhealthandwellnesscanbeunderstooddifferentlybydifferentstudents,itishelpfultobeopen,flexible,andcreativewhengatheringinformationsothatstudentscansharetheirrealityandneeds.Maintainanassetbasedoutlook.Theremaybeaculturaldisconnectandhighstig
39、matizationsurroundingmentalhealthsupport,includingtherapy,indifferentinternationalcontexts.Assuch,beingsensitivetoculturaldifferences,creativelymodifyingsupport,andtakinganassetbasedapproachthatvalueswhateachstudentcanachievemayinspireengagementformanystudents.8SupportforAdministratorsRecognizingtha
40、tYouarenotanislandisnecessaryforadministratorstounderstandtheirroleandsetboundariesaroundhowtheysupportstudentsmentalhealthandwellbeing.Thisrecognitionbeginswithunderstandingtheirroleandthesupporttheymayneedintermsoftraining,tappingintotheknowledgeandexpertiseofprofessionalswhocouldprovidestudentswi
41、ththeneededsupport.Bringinmentalhealthexpertsandsupportasnecessary.Administratorsneedtorealizethattheyarenotexpectedtobeexpertsinmentalhealth.Administratorscanandshouldaccessinternalresourcesandthirdpartyagenciesspecializingintheseareas.Thereisalsotrainingandfurthersupportthatorganizationscanprovide
42、toadvisorsandadministratorstohelpthembettercopewithaddressingthementalhealthneedsoftheirstudents.Integrateallofficesservinginternationalstudentsandstudentsstudyingabroad.Whenalloffices,departments,orunitsservinginternationalstudentsandstudentsstudyingabroadcancollaborate,thissignificantlystreamlines
43、efforts,createsmorerobustnetworks,andstrengthensthesupportprovided.Itisparticularlyimportanttoadvocateforcollaborationbetweencounselingcenters,officesofdisabilityservices,andinternationalstudentandstudyabroadoffices.Leveragestudentmentors.Buildingapeermentorshipsystemwithexperiencedinternationalexch
44、angestudentsisagreatwaytoleveragerelatableresources.Peersupportguidescanbenominated,selected,trained,andreceiveacademiccredittoprovidementorshipduringonboarding,predeparture,orientation,throughoutthefirstsemesterandbeyond.Providingsupportforadministratorsofinternationaleducationprogramsisimportantto
45、recognizetherolethatadministratorswellbeingplaysinprogramsuccess.OrganizationssuchasIIEandAIFSAbroadhaverecognizedthetollthattheCOVID19pandemicandrelatedemergencieshavehadontheirownstaffandtheirabilitytoprovideoptimalsupporttointernationalstudentsandstudentsstudyingabroad.Recognizingthisiscriticalto
46、ensuringthatallfeelsupportedintheirwork.Recognizeandreflectontheroleofstaffinsupportinginternationalstudents.IIEconductedresearchallowingitsteammemberstoreflectontheirrolesthroughouttheCOVID19pandemic.Thisresearchraisedanimportantconversationabouttherolethattheseprofessionalsplayinsuccessfulprogramo
47、utcomes.Providetrainingonmentalhealthsupportandwellbeing.Respondentsnotedthattheirmentalandwellbeingtraininghasbeencriticaltoprovidingthatsupporttoothers.Familiarizingthemselveswiththeneededknowledgecanalsoprovideimportantperspectivesonhowtoaddresstheirownchallengesshouldtheyariseandknowtheirboundar
48、ies.9METHODOLOGYInMarchandApril2023,IIEinterviewedthirteenstaffatAIFSandIIE,alongwithU.S.highereducationinstitutions.Thesemistructuredinterviewsaimedtounderstandpracticesinplacetosupportinternationaleducationalexchangestudentsduringpredepartureandonsitephases.Theinterviewswererecordedandtranscribedf
49、orcodingandanalysis.Transcriptionswerecodedfollowinganinductiveapproachtoidentifyemergentthemes.Thethemeswerefurthercomparedwithrecentresearchoninternationalexchangestudents,includingU.S.studentsstudyingabroadandinternationalstudentsstudyingintheUnitedStates.Thisstudyusedacollectivecasestudyapproach
50、,analyzingandcomparingmultiplecasestofindanindepthdescriptionandanalysisofpresentday,reallifecasesthatareinprogress(Creswell&Poth,2018).IIEselectedtheparticipantsusingpurposefulsamplingtounderstandthepracticesofselectedorganizationsandinstitutionsthatserveinternationaleducationalexchangestudentsinva
51、ryingroles.Theresearchteamtriangulatedthedatawithasecondmethodofdatacollection:documentanalysisofpubliclyavailableinformationfromprogramanduniversitywebsites.IIE,AIFSAbroad,andU.S.highereducationinstitutionwebsitescontributedtotheresourceslistedattheconclusionofthispaper.Whilethewebsiteanalysiswasli
52、mitedtopublicpagesanddidnotincludeinternalportalsforacceptedstudents,itdoesprovideasampleofonlineresourcesthatsupportthementalhealthandwellbeingofinternationalexchangestudents.Finally,IIEhascontributedtwoadditionalpublicationsthatcomplementthisresearch,andtheauthorsintegratedsomeofthefindingsinthisr
53、eport.First,theOpenDoorsReportonInternationalEducationalExchangeprojectreleasedaspecialreportoninternationalstudentswithdisabilities.WhilethefindingsfocusedsolelyoninternationalstudentswithdisabilitiesintheUnitedStates,thefindingsrelatedtoresourcesprovidedbyhighereducationinstitutionswererelevant(Ba
54、er&Andrejko,2023).Second,throughouttheCOVID19pandemic,IIEconductedinterviewswithitsownteammembersregardingtheirroleandworkininternationaleducation,andpublishedthisresearchinApril2023.Thefindingsfromthisresearchregardingstaffmentalhealthandwellbeingalsocomplementedthisresearch(Ilchmanetal.,2023).DEFI
55、NINGMENTALHEALTHANDWELLBEINGMentalhealthandwellbeingisdiscussedinthisreportusingtheupdateddefinitionsfromtheWorldHealthOrganization(WHO).MentalHealthisdefinedas,“astateofmentalwellbeingthatenablespeopletocopewiththestressesoflife,realizetheirabilities,learnwellandworkwell,andcontributetotheircommuni
56、ty.”(2022)Wellbeingisdefinedas,“apositivestateexperiencedbyindividualsandsocieties.determinedbysocial,economic,andenvironmentalconditions.Wellbeingencompassesqualityoflifeandtheabilityofpeopleandsocietiestocontributetotheworldwithasenseofmeaningandpurpose.”(2023)10MENTALHEALTHCONSIDERATIONSININTERNA
57、TIONALEDUCATIONPROGRAMSSeveralconsiderationsunderpintheneedtofocusonmentalhealthprioritiesininternationaleducationprogramming.First,theinternationaleducationexperiencerequiresastudenttotravelfromtheirhomecountrytoaforeigndestination.WhetherinternationalstudentscomingtotheUnitedStatesorU.S.studentsst
58、udyingabroad,theseexperiencespositionstudentstostepoutsidetheircomfortzoneandexperiencenewpeople,environments,andcultures.Asaresult,researchsuggeststhatstudentsparticipatinginstudyabroadprogramsare,attimes,atgreaterriskthantheirdomesticpeersofexperiencingmentalhealthchallenges(Mori,2000;Poyrazli&Lop
59、ez,2007;ascitedinLee,2021).Thesestudentsmayfacesignificantchallengesinadjustingtoanewenvironment,culture,andlanguagewhileundergoingtheaddedstressoflivingawayfromhomeandtheirregularsocialsupportnetwork(Alharbi&Smith,2018;Lee,2021).Facedwithhomesickness,cultureshock,andculturaldiscrimination(Lee,2021)
60、,thesestudentshaveincredibleobstaclestoovercomealongtheirjourney.Manystudentswhoparticipateininternationaleducationalexchangearealsowithintheagecommonlyassociatedwiththeonsetofmentalillness.IntheUnitedStates,forexample,researchshowsthat50%oflifetimecasesofmentalillnessstartat14yearsand75%byage24(Ame
61、ricanPsychiatricAssociation,2023).Moreover,recentstudieshighlightstatisticsthatshowmorethan70%ofcollegestudentsintheUnitedStatesreportmoderatetoseverepsychologicaldistress,includingstress,anxiety,anddepression(AmericanCollegeHealthAssociation,2022;TimelyMD,2023).Additionally,a2019studyfoundthatpsych
62、ologicaldistressincreasedby71%amongAmericansaged1825between2008and2017(Gallup,2023).Whetherthiscanbeattributedtothenegativeeffectsofsmartphoneanddigitalmediause,increasedgunviolence,cyberbullying,microaggressions,orotherfactors,theproblemofincreasedmentalhealthconcernsinU.S.highereducationpredatesth
63、eCOVID19pandemic,indicatingthatthiscrisiswillnotdisappearasthepandemicwindsdownandthatmentalhealthandwellbeingsupportforthispopulationmustcontinuetobeatoppriority.Evenprepandemic,bothdomesticandinternationalgraduatestudentsintheUnitedStateswerefacingincreasingratesofstress,anxiety,anddepression.In20
64、18,twothirdsofgraduatedeansatU.S.highereducationinstitutionsreportedgraduatestudentswereexperiencingmorementalhealthchallengesthanfiveyearsprior(CGS&JED,2021).Andforinternationalstudents,comingfromsystemsoutsidetheUnitedStatesmayalsocreatefurtherbarrierstoidentifyingordiagnosingmentalhealthneeds,str
65、ugglingwiththelocalmedicalsystem,orseeingpsychologicalsupport(Alharbi&Smith,2018;Baer&Andrejko,2023;Brunstingetal.,2018;Chenetal.,2020).WiththeonsetoftheCOVID19pandemic,thesechallengesintensified.Ashiftinsupportwasneededforstudentsandtheirhostfamiliesasmentalhealthforinternationalstudentsbecameamuch
66、largerissuetotackle(Rekenyietal.,2023).In2021,onethirdofU.S.graduatestudentsreportedsymptomsofposttraumaticstressdisorder,anxiety,ordepression(CGS&JED,2021).Moreover,hostfamiliesanduniversitystaffwereundergoingtheirownmentalhealthcriseswhileinternationalstudentsreliedonthemforsupport.Researchoncouns
67、elingcentersathighereducationinstitutionsreportedsignificant11increasesindemandformentalhealthservicesrisingpastthecapacityofmanyschools,followedbycounselorturnoverandburnout(Hotaling,2023).Inresponse,graduateschoolsystemsandtheircounterpartshavebeenrespondingandadjustingtothisincreasedneedforemotio
68、nalsupportbyimplementingstructuralchangestoboostthewellbeingofthispopulation.PROMISINGPRACTICESTOSUPPORTSTUDENTSThissectiondescribesthepromisingpracticessharedbyrespondentstosupportthementalhealthandwellbeingofinternationalstudentsintheUnitedStatesandU.S.studentsstudyingabroad.Whenpossible,theauthor
69、spairedspecificexamplesfromtheliteratureandinterviewedrespondentsalongsidetheirreflectionsontherealitiesoftheirprograms.PROACTIVITYOVERREACTIVITYThemajorityofrespondentsdescribedtheirresponsetotheCOVID19pandemicstudentmentalhealthcrisisasreactiveidentifyingtoolsandresourcesoverthepasttwoyearsincompa
70、risontoafewwhofelttheirproactiveresponsewasenabledbyresourcesalreadyinplace.Thekeyrecommendationsforbeingproactiveincludeintegratingwellbeingasaguidingtenetoftheeducationalinstitutionandexchangeprogram,startingearlywithpredeparture,andcultivatingaccessibilitywithhightouchadvising.PRIORITIZEWELLBEING
71、ASAGUIDINGTENETOFPROGRAMMINGAlthoughthepandemicpromptedadministratorstoreachouttostudentswhomayfeelisolatedorneedsupport,respondentsdescribedthattheemphaticfocusonwellbeingcreatedthespacefordeeperdiscussionsonsignificantsocietalissuesaffectingstudentswhoparticipateininternationaleducationalexchangea
72、ndtheirmentalhealth(E.g.,BlackLivesMatter,Asiandiscrimination).Thetopicofmentalhealthhasreachedaspacewhereopendialogueisencouragedamongstudentsandtheindividualswhosupportthem.SeveralrespondentsemphasizedthebroadscopeofissuesaffectinginternationalexchangestudentsbeyondtheCOVID19pandemic.Theresbeenalo
73、tofthingsthathavechallengedourparticipantsinregardstotheirmentalwellnessmultiplepandemicsstillpersist,whichincludenotjustCOVID19,butracialandethnicinjustices,injusticesinregardstothetreatmentoftheLGBTQpluscommunityandthosewithotherunderservedormarginalizedidentities,continuetopersist.Thepoliticalcli
74、matesarealsonothealthytheworkIdoindiversity,equity,andinclusionanddevelopingacultureofbelongingandacultureofcarementalhealthandwellnessisapartofthatwork.Itsnotseparate.Itsnotanaside.Itisapartofthatwork,anditisapartofrecognizingthewholestudentandsupportingtheminholisticways.(U.S.StudyAbroadAdministra
75、tor).12Mentalhealthandwellbeingtopicspositionedattheforefrontofauniversityorprogramwebsitecansetthetonetonormalizeandinviteconversationsforstudents.Studentsneedtoseethatthesewellbeingresourcesarenothiddenbehindawall,andiftheyseeitonthewebsite,itmightopenthemuptobeabletotalkaboutvulnerabletopics(U.S.
76、StudyAbroadAdministrator).Whenstudentsarriveoncampus,respondentsrecommendemphasizingthekeytenetofwellbeing,providingextensiveinformation,andevenbringingstudentstothephysicalspacesoncampus,suchasthecounselingcenter,toseewhereservicesarelocatedandmeetthepeopleinvolved.TheCouncilofGraduateSchools(CGS),
77、togetherwiththeJEDFoundation,providesanevidencebasedframeworktodevelopsystemicsupportandamelioratetheincreasingstressandanxietythatgraduatestudentsface(CGS&JED,2021).Theyemphasizehavingasetofvaluesandprinciples,includingstudentcenterededucation,environmentsthatsupportthewholestudent,diversity,equity
78、,inclusion,andtransparency,wellbeingasafoundationofstudentsuccess,thriving,notsurviving,asthegoal,andrecognizingthatchallengesexperiencedbygraduatestudentsvaryandthatfaculty,staff,andadministratorsmayalsoexperiencestress(CGS&JED,2021).Throughthislens,CGSandJEDproposeaseriesofcommitmentstosupportment
79、alhealthandwellbeingonU.S.campuses,whichincludeinvolvingstudentsintheprocessofbuildingprogramming,strengtheningandleveragingtherolesofdiversegroups,integratingofficesacrosscampus,makingsurethatprogramsmeetdiverseneeds,incorporatingevidencebasedstrategies,investingintrainingforstaffandmentors,strengt
80、heningthegraduatedeannetwork,andincludingsocialandemotionaltraininginthestudentcurricula,andprofessionaldevelopmentforfaculty(CGS&JED,2021).STARTEARLYRespondentsemphasizedthatpreparationistheabsolutekeytosuccess.Theyechoedfindingsfromonestudythatreportedthatpredepartureprogramswerethemosteffectivein
81、preventingseriousmentalhealthissuesforinternationaleducationalexchangestudents(Venn,2023).Somewaystoprepareincluderaisingstudentsawarenessduringpredepartureaboutwhattoexpectwhenlivingawayfromhomeandhighlightingthementalhealthandwellbeingresourcesavailable.Predeparturemeetingsshouldgobeyondthepractic
82、alaspectoftheprogramandincludehowtotransitiontoanothercultureandtrytoreducethegapbetweenwhatstudentsimaginetheirlifewillbeandwhatrealitywillbe(U.S.StudyAbroadAdministrator).Administratorscanreinforcepredepartureinformationduringorientation,afterstudentsarriveattheirhostdestination.Whenstudentsarepre
83、pared,theyarebetterequippedtosuccessfullymanageunexpectedobstacles.ItisimportanttoacknowledgeherethatwhatthislookslikeinthepredeparturecontextmayvaryforU.S.studentsgoingabroadandforinternationalstudentscomingtotheUnitedStates.Italsomaynotbepossibletopredicteverystudentneedingsupportandtheservicethey
84、needbeforetheydeparttheirhomecountry.Thesubsequentsectionswithinthislargersectiononsupportforstudentshighlightseveralareasthatcanandshouldbeexpandeduponduringpredepartureandorientationsessions,includingdemonstratingwellbeingasasharedgoal,addressingthestigmaaroundmentalhealth,and13accessingsupportser
85、vices.ThisisespeciallyneededforinternationalstudentswhosehomecontextandunderstandingofmentalhealthmaydiffergreatlyfromtheconversationsandresourcesavailabletostudentsintheUnitedStates.CULTIVATEACCESSIBILITYTHROUGHHIGHTOUCHADVISINGRespondentsemphasizedthatthemoreopportunitiesprovidedforinteractionsand
86、communitybuilding,themorelikelystudentswillfeelcomfortableandbeopentotalkingtoastaffmember.Moreover,hightouchadvisingallowsstafftonoticenuancedchangesinstudentsanddetectwhentheymayneedsupport.InthecontextofU.S.studentsstudyingabroad,advisingcanbebuiltintoatailoredprograminmanyways.However,oneoutcome
87、isthat,Wehavedailycontactwithstudents.Withinthecommunity,thefacultyandstaffbuildpersonalrelationshipswiththestudentsandseethemeveryday.Thisregularcontactreallyhelpsstudentstofeelsupported.Theyhavefamiliarfacesthattheycangoto.Theycanspeakwiththestaff;theycanspeakwiththefaculty,andthisiscertainlyoneof
88、theadvantagesoftheprogramwehave.(U.S.StudyAbroadAdministrator)Cultivatingaccessibilityspansbeyondmodelsofhightouchadvisingtobuildingstructureswithintheuniversitythatincludeadiversebodyofinternationalexchangestudents.ForinternationalstudentsonaU.S.campus,whetherthatmeansmakingsurethereisacelebrationo
89、ftheLunarNewYearforAsianstudentssothattheyareencouragedtocelebratetheirNewYearormakingitaprioritytoidentifycareerandprofessionalopportunitiesforinternationalstudentsandsendingthemtoeligiblestudentsinaweeklynewsletter,administratorshavemanyopportunitiestomakestudentsfeelseen.Onecounselordescribeshowt
90、hischallengeshowsupforherinternationalstudents,Ithinkoftentimesinstitutionsandsystemsaresetupforaparticulargroup.Andso,whenthinkingaboutthewellbeingofinternationalstudents,whatarethesystemsthatwehaveinplacetotrulyhelpthemsucceedacademicallyandoccupationally?Andthatmeansunderstandingwhatsomeofthenatu
91、rallimitsandconsequencesarebyvirtueofthefactthattheyarehereonvisasandcreatingpathwaysforthemtobeabletoachievethedreamsthattheydliketoachieveWhatIlloftenhearfrominternationalstudentsandscholarsistheygetallthesewellintentionedopportunitiessenttothem,buttheyrenoteligibleforthem.Andthatcreatesanexperien
92、ceofbeingunseenandnotunderstoodeventhoughtheywererecruitedtobeattheinstitution.(InternationalStudentAdministrator).Buildingacultureofsharedresponsibilityforwellbeingisvitalsincewellbeingisnotjustanindividualresponsibilitybutalsoaninstitutional,organizationalresponsibility(Posselt,2021).Forinstance,c
93、areerservicesmustservethespecificneedsofinternationalstudents,giventhestronglinkbetweenmentalhealthandcareerprospects(Lee,2021).Manystructuresforsupportinginternationalexchange14studentscanbeidentifiedandtransformedbyleveraginginternationalexchangestudentsparticipationinchangemakingwhileensuringthat
94、allhandsareondeck.InthecontextofinternationalstudentsintheUnitedStatesandsomeU.S.studentsstudyingabroad,administratorscanaddressseveraladditionalareastoensurestudentsreceivetherightbalanceofcommunityengagementtosupporttheirneeds.Forexample,onefactorcorrelatedwithbettermentalhealthforinternationalexc
95、hangestudentswaslivingoncampusorinprivateaccommodationswithafamily,indicatingfundamentalstructuresforstudentstofeelwellconnected,supported,andlessisolated(Venn,2023).Similarly,alowerincidenceofemotionalstressreportedbyundergraduatestudentswithsupportive,respectfulrelationshipswithfacultyandpeersunde
96、rpinsthesignificanceofstrongsupportnetworks(Gallup,2023).Finally,internationalexchangestudentswhowork10hoursormorebutlessthan40hourspertwoweeksreportedbettermentalhealththantheircounterpartswhoworkunder10hoursormorethan40hourspertwoweeks(Venn,2023).Thisfindingsuggeststheimportanceofagoodworklifebala
97、nceandtheavailabilityoffinancialsupportservicesforinternationalstudents.Thus,preparedness,workorfinancialpressures,andlevelsofcommunitysupportsignificantlyimpactthementalhealthofinternationalexchangestudentsandarekeyfactorsthatmustbeaddressedtopreventpoormentalhealth(Venn,2023;Gallup,2023).OVERCOMIN
98、GSTIGMARespondentsreportedthatthestigmaaroundmentalhealthpermeatesmuchoftheirworkwithstudents,preventingstudentsfromdisclosingtheirneedsandreceivingtheavailableresources.Intervieweesdescribedtheneedtocontinuouslyinfusestudentengagementswithconversationsaroundmentalhealthandwellbeingtodemonstratesupp
99、ortandhelpstudentsunderstandtheavailableresources.Althoughstigmaisevidentwhenworkingwithallstudents,theapproach,conversations,andevenservicesmayvary,requiringadministratorstoadjust.Administratorsmustidentifythenecessarystartingpointtobestinform,supportandconnecttheindividualstudenttotheservicesmosta
100、ppropriatefortheirneeds.OPENDIALOGUECREATESABRAVESPACEFORDISCLOSURE.Onepromisingpracticeforreducingthestigmathatrespondentsandintervieweesidentifiedwasusingpredepartureorientationsforaddressingmentalhealthissueswithstudents.Themoreinformationstudentsreceivedduringpredeparture,thebetterequippedstaffw
101、astosupportstudentsduringtheprogram.RespondentsdescribedtheimportanceofbuildingacommunityandanenvironmentacceptingallstudentsinthecontextofU.S.studentstravelingabroad.Fororganizedstudyabroadprograms,thiswasfrequentlyachievedthroughmoreintimatesettingswherefacultyandstaffkneweverystudentbynameandwere
102、engagedwithstudentsduringextracurricularactivitiesandexperientiallearningoutsideofthetraditionalclassroom.15Ifwecanprovideanenvironmentwherestudentsfeelcomfortabletalkingtous,itmakeseverythingeasierforeverybody.(U.S.StudyAbroadAdministrator)Manystudents,U.S.andinternational,maynotbefamiliarwiththehe
103、althcaresystemoftheirhostcountry.U.S.studentsinorganizedstudyabroadprogramsmayhavesupportbuiltinwithprogramstaffanduniversityinsurancetoleverage.However,internationalstudentsintheUnitedStatesmaybenavigatinginsuranceandotheraspectsofU.S.healthcareforthefirsttime.Forexample,intheUnitedStates,theageofa
104、dulthoodmaydifferfromoneshomecountry,regulationslikeHIPPAthatprotectstudentsprivacywhenintheUnitedStatesmightbeunfamiliartointernationalstudents,andtheymayfearthatiftheyaskforsupport,itwillbereportedtotheirparents.Sharingthesenuancesandguidinginternationalstudentsthroughaccessingnecessaryhealthcarer
105、equiresatrustingrelationshipbuiltonhonestdialogue.Itreallyjustcomesdowntocommunication.Ifwebuildbravespacesandcomfortablespacesforstudentstodiscloseearlyandworkwithourteam,theywouldbemuchmoresuccessfulontheground.(U.S.StudyAbroadAdministrator)TheCGS&JEDreportalsonotedthevalueoffindingnew,creativeway
106、stofacilitateinternationalstudentsinseekinghelp.Oneexampleisofferingcounselingandpsychologicalserviceswithinamultiservicecentertomitigatethestigmaofseekinghelpsincesomeinternationalstudentsmayfeelembarrassedbeingseengoingintoacounselingcenter(Lee,2021).USINGAVARIETYOFAPPROACHES.Respondentsemphasizet
107、hebenefitofusingamultiprongedapproach,asmentalhealthdoesnothaveaonesizefitsallsolution(U.S.StudyAbroadAdministrator).Whensupportingastudentofamarginalizedbackground,thereareoftenthingsthattheyhaveexperiencedinregardtomentalwellnessandmentalhealththatoftenisntthoughtofindominantculture,soitisreallyim
108、portanttodrawthatconnectionbecausethatisanotherwayofsupportingthewholestudent(U.S.StudyAbroadAdministrator).Moreover,listeningandrespondingtostudentfeedbackcanhelpcraftsupporttomeettheneedsanddesiresofdistinctindividuals.Forexample,oneuniversitythatusedastudentcenteredapproachrespondedtostudentfeedb
109、ackandshiftedaninternationalstudentdropingroupbyremovingclinicalscreeningsandshiftingwordingandstructurefromatherapygrouptoasupportgroup,whichincreasedengagementandmadestudentsfeelmorecomfortable.Beingcreativeandopentosolutionsforsupportingmentalhealthcangoalongway.Onecounselordescribedametaphorsheu
110、seswithinternationalstudentstoreducethemysteryandstigmaaroundtherapy.Shetellsthemtopretendtheyareinacavewithaflashlight,andherjobasatherapististo16turntheflashlighttoshedlightonanotherpartofthecavethattheycannotsee.Anotherrespondentspokeaboutembracingahappyaccidentthatturnedintoaregularpracticeofsup
111、port.WehaveadogcomeineveryMonday.Wehavefoundthatstudents,particularlyafewweeksintothesemester,arereallymissingtheirpets.Andso,youknowalotofthem,whentheyseethedog,areabsolutelydelighted.(U.S.StudyAbroadAdministrator).TheOpenDoorsReportonInternationalStudentswithDisabilities(Baer&Andrejko,2023)recorde
112、dnumerousresourcesinstitutionsusetoshareinformationwithinternationalstudentswithdisabilities.Morethanhalf(55percent)ofinstitutionalrespondentstotheirsurveysharedinformationinanorientationseminar,acriticalfirststepgiventhatmentalhealthorpsychologicaldisabilitiesarethelargestclassificationsofdisclosed
113、disabilitiesforinternationalstudents.Othermeansofsharinginformationwithstudentsincludedwebsitesfordisabilityresources(65percent),studentservicesoracademicsupportfairs(46),andprintresourcesforstudents(37percent).Figure1.Percentofinstitutionsprovidingspecificresourcesforinternationalstudentswithdisabi
114、litiesSource:OpenDoorsSpecialReportPromotingAccesstoU.S.HigherEducation:InternationalStudentswithDisabilities,2023MAINTAINANASSETBASEDOUTLOOK.Respondentsstatedthat,attimes,theachievementoriented,individualistapproachcommonlyfoundineliteU.S.academicinstitutionsispartofthestruggleattributedtostudentsm
115、entalhealthneeds.Administratorscanshedlightonahealthsupportivepaththatembracestheprocess.Celebratinginternationalexchangestudentsdiversityandstrengthsempowersthemtoliveuptotheirbestpotential.Bymaintaininganassetbasedapproach,administratorscanliftacommunitysspiritswhilemakingtheinternationalexchanges
116、tudentsfeelseenandheard.39965565WebsitespecificallyforinternationalstudentsrelatedtoHiringinternationalstudentstoworkinthedisabilityresourceSmallgroupdiscussionsDisabilityculturalcenterStudentleddisabilitycampusorganizationsorpeersupportSocialmediaPrintresourcesforstudentsOrientationsemin
117、arsforinternationalstudentsStudentservicesoracademicsupportfairsOrientationseminarsforallstudentsWebsitefordisabilityresources17Theressomuchvibrancyandbeautythatourinternationalstudentsandscholarsreallybringtoourcommunity.Manyofourinternationalstudentsandscholarscomefromcultureswherehumilityishighly
118、valued,andsoopportunitiestoreallycelebratethevibrancyofwhattheybringtotheinstitutionandhowimportantthatisIwishthatweashumans,whenwethinkaboutdiversity,andwethinkabout,youknow,evenhowAmericahasgrown,reallythinkabouthowwecelebratethepeoplewhocometoliveandstudyandworkherecelebratingthegiftsthattheybrin
119、gtoourcommunity,Ithinkthatsanimportantaspectoffeelinglikeonebelongsandhelpssupportmentalhealthandwellbeing(InternationalStudentAdministrator).Trytokeepanopenperspectiveandnotjustcomeinassomeonewhosays,youknow,thesearetherulesithastobethisway,butjusttokeepanopenheart,andbeascompassionateaspossible.(I
120、nternationalStudentAdministrator)PROMISINGPRACTICESTOSUPPORTADMINISTRATORSWhiletheauthorsemphasizedthepromisingpracticesforsupportingstudents,itwasevidentinourresearchthatsupportsforadministratorswasessentialtomeetingthisgoal.Thissectiondescribesthepromisingpracticessharedbyrespondentstosupportadmin
121、istratorswhoworkwithinternationalexchangestudentsandsupporttheirmentalhealthandwellbeing.Similartotheprevioussection,theauthorsincludedspecificexamplesfromtheliteratureandinterviewedrespondentsalongsidetheirreflectionsontherealitiesoftheirprograms.SpotlightTheEnglishLanguagePrograms(ELP)attheUnivers
122、ityofPennsylvania,homeofPositivePsychology,requiresinternationalstudentsintheirFoundationYearProgramtotakeacoursecalled“Wellness,Engagement,andLeadership.”Duringthefirstsemesterofthisprogram,theHealthandWellnesscurriculumdeliversmodulesonpositivepsychology,mindfulness,resilience,andmore.Anothercours
123、eofferedbyELPcalledSkillsforSuccessteachesaboutpositivepsychology,stressmanagement,personalwellbeing,andselfmanagement.“Theseareverystudentcenteredclasseswherestudentswritereflections,anditreallyraisesstudentsselfawarenessaboutthingsthatmaybetheydidntthinkaboutorcouldbestigmatizedintheircountriesort
124、hecultureofeducationintheircountries.Ithinkbringingupthesetopicsinourcultureofeducationwherestudentsaretalking,thinking,andwritingaboutitreallyhelpsthemtobemoreselfawareaboutanymentalhealthissuesthattheyrehaving,thinkthroughideas,andbemoreawareofresources”(InternationalStudentAdministrator).18YOUARE
125、NOTANISLANDAllrespondentsemphasizedtheirundeniablerelianceonoutsourcedtraining,networking,andlargescaleteamworktobebetterequippedtotackletheenormousandnuancedchallengesofprovidingmentalhealthandwellbeingsupporttointernationalexchangestudents.BRINGINMENTALHEALTHEXPERTSANDSUPPORTSRespondentsnotedthatn
126、umeroustrainingprogramsandresourcesareavailabletostaff,includingtelehealthoptionsforstudentsforwhomEnglishisnotthefirstlanguage.Telehealthalsocreatesgeographicaccessibilitywhilesupplementingthestrainedbandwidthofmanycounselingcenterscausedbyextremelyhighdemand.However,understandingwhichtrainingandre
127、sourcesareamongthemostpromisingoptionsandwillyieldthebestresultsforthestudentswithwhomtheyworkisanareathatprofessionalscontinuetoexplore.SomevaluablethirdpartyresourcestorespondentsincludedtheJEDCampusinitiative,MentalHealthFirstAid,QPRInstitutessuicidepreventiontraining,MobilityInternationalUSA(MIU
128、SA),InternationalSOS,Mindhamok,andCISIInsurance(SeetheResourceAppendix).InternationalSOSwasreallyhelpfulinbeingabletotalkwithstudents24/7,whereaseventhoughwehadstaffsortofontheschedule,youknow,itshardforustowork20hours,soitwasveryusefultohaveInternationalSOStocovercapacitywhenwewerentabletoensurethe
129、studentsfeltliketheyhadsupportduringaveryhecticandveryconfusingtime(U.S.StudyAbroadAdministrator)INTEGRATEALLOFFICESSERVINGINTERNATIONALEXCHANGESTUDENTSOneoftherespondentsmostemphasizedpiecesofadviceistheimportanceofstrongcommunicationbetweenallofficesservinginternationalexchangestudents.Whentheseof
130、ficesaresiloed,thesupportthatstudentsreceivelacksconsistencyandstrengthwhilemakingeveryonesjobmorechallenging.Takingaholisticapproachandbuildingcollaborativenetworksacrosscampusacknowledgesthateverythingisconnectedandstreamlinesstudentsupport.Studentneedsareholisticandrequireholisticsupport;ifstuden
131、tsarestrugglingacademically,theremightbeahealthissue,oriftheyrestrugglingphysicallyormentally,thentheremightbeanacademicissue.Collaborationiskey.Partnershipiskey.Youcannotdothisbyyourself.AndsooneofthemostcrucialpiecesofwhatIdoisbuildingrelationshipswithalltheunitsacrosscampus.Whatthatmeansisattendi
132、ngmeetingsthathavenothingtodowithwhatImdoing,right,butbuildingthoserelationships,sothatwhenyoudointroduceanideaorneedsupportfromadepartment,youhavethatgoodworkingrelationship,andthetrustisthere.(InternationalStudentAdministrator)19IntegratingservicesmaylookdifferentforadministratorsservingU.S.studen
133、tsonstudyabroadandinternationalstudentsintheUnitedStates.ForU.S.studentsonstudyabroad,integrationmaybebetweenahomeuniversity,hostuniversity,andthirdpartyvendortocoordinatecommunicationandevaluatetheavailableservicesthroughvariousinsuranceoptionstosupportthestudents.ForinternationalstudentsintheUnite
134、dStates,integrationmaybewithinofficesontheirU.S.campus.AccordingtotheOpenDoorsReportonInternationalStudentswithDisabilities,66percentofinstitutionscoordinateindividualstudentssupportbetweentheinternationalstudentanddisabilityresourceoffices,with12percentconductingspecifictrainingforfacultyorstaffons
135、ervinginternationalstudentswithdisabilities(Baer&Andrejko,2023).LEVERAGESTUDENTMENTORSSeveralintervieweesspokeabouttheirsuccessesinleveragingmentorswhoareintheirsecondorthirdyearandhaveavarietyofexperiences.Thesementorscanbeselectedbyadvisors,vetted,andtrained.Creatingasystemofpeermentorshipservesmu
136、tuallybeneficialpurposes;studentmentorscanreceivecertificationandacademiccredit,whilepeertopeersupportfosterscommunity,takescareofanythinglostintranslation,andcannormalizeconversationsaroundmentalhealth,whichaddsanextralayerofsupportinmitigatingstigmaandimprovingaccessibility.Peermentorshipcanbegina
137、searlyastheonboardingprocess,bepartoforientation,andlastthroughthefirstsemesteroryear.Newlyarrivedinternationalexchangestudentsbenefittremendouslyfromthecareofindividualstheycanrelatetowhohavelivedexperiencesattheuniversity,whichtheymayfeelisoverwhelminglyunfamiliar.WehaveaprogramwithItalianstudents
138、doingtheirtrainingwithusasinterns,sotheyrealsopreparedtotalktotheAmericanstudents,andtheyactalittlebitasculturalmediators.Theyareinvolvedinsocialandculturalactivities.Theysitinwiththem,andtheybecometheirdaytodaylocalfriends,localcouncil.So,inmanycaseswhenstudentshaveminorproblemswithadjustments,this
139、isalreadyagoodhelp,agoodsupport.(U.S.StudyAbroadAdministrator).SUPPORTINGMENTALHEALTHFROMANORGANIZATIONALPERSPECTIVERespondentsacknowledgedthestrainonstaffthathasresultedfromsupportinganincreasingnumberofinternationalandU.S.studentstomanagetheirmentalhealthandwellbeingoverthepastthreeyears.Thisstrai
140、nhasnotgoneunnoticedinorganizationslikeIIEandAIFSAbroad,whichrelyoncompetent,knowledgeableindividualstosupportthelifechangingexperiencesofstudentswhostudyoutsidetheirhomecountry.Tothisend,IIEconductedastudydedicatedtotheteammemberswhoworkedsohardtosupportU.S.andinternationalstudentsthroughoutthepand
141、emictoexaminethelessonslearnedinprogramadministrationfromtheinitialresponsethroughrevisedprogrammingtoday(Ilchman,2023).AmongthefindingsofthisresearchwashowIIEsupportedteammembersthroughflexibleworkarrangements,increasedcontactandcommunication,andhumanizingworkrelationshipsatadifferentlevel.Inadditi
142、on,IIEremindedstaffaboutbenefitssuchastheEmployeeAssistance20Program,implementedanemergencypaidsickleavepolicy,andpromotednewphysical,emotional,andfinancialwellnessresourcesforstaff.MeasuressuchasthesetakenbyIIEandsimilarinitiativesatAIFSAbroadservedtosupportstaffatatimewhentheyweregoingaboveandbeyo
143、ndtosupportothers.CONCLUSIONThementalhealthandwellbeingneedsofinternationalstudentsintheUnitedStatesandU.S.studentsabroadwilllikelycontinuetoincreaseasmorestudentsengageininternationaleducationalexchangeintheyearstocome.Thisreporthighlightssomeofthepromisingpracticesadministratorscanimplementtobette
144、rsupportstudentsontheirjourney,acknowledgingadministratorsthemselvesalsoneedsupportbothintrainingtohandlethementalhealthandwellbeingneedsofthestudentstheyworkwithaswellasorganizationalsupportfortheirownmentalhealthandwellbeing.Asadministratorslooktodevelopfutureprogrammingandsupports,recognizingthev
145、alueofproactivesolutionsforsharingmentalhealthandwellnessresourceswithstudents,otherinstitutionaloffices,andpartnerorganizationswillbeacriticalsteptoputinplaceandregularlyreevaluateateveryorganization.Andalthoughovercomingthestigmaofmentalhealthcannotbeachievedbyoneindividualalone,programadministrat
146、orssupportingstudentscanserveasrolemodelsbycreatingbravespacesforstudentstoseekandreceivethehelptheyneed.Together,theinstitutionsandorganizationsthatfacilitateinternationaleducationexchangecanraisegreaterawarenessaroundtheissuesofmentalhealthandwellbeinganddrivesolutionsthatsupportstudentsandadminis
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162、 to an extremely robust set of General Social Identity Resources withquestionstothinkaboutandtipstoconsiderforfirstgenerationabroad,raceðnicity,LGBTQIA,Women,MentalHealth&Wellnessandmore.HealthyMindsNetworkadministerstheHealthyMindsStudy,anationalwebbasedsurveyexaminingmental health services,util
163、ization,and wellbeingrelated issues amongst undergraduate andgraduatestudents.IIEGilmanInternationalScholarshipprogramprovidesvideosontipstocopewithCultureAdjustmentandCultureShockalongwithanintroductiontothefeaturesofInternationalSOSbenefits IIEKAUSTGiftedStudentProgramoffersCOVID19HealthandSafetyT
164、ips InternationalSOShealthandsecurityriskservices,includingfivefreecounselingsessions.TheJEDFoundationofferstheJEDCampusinitiativethatprovidescollegesanduniversitieswithprogramsandcustomizedstrategicplanstobuildstrategiesandtechniquesforimprovingstudentmentalhealth.MentalHealthFirstAidisaskillsbased
165、trainingcourseaboutmentalhealthandsubstanceabuseissues.Mindhamokoffersmentalhealthandwellbeingsupportservices,includingatherapistnetwork,helplines,andknowledgebasedcontentforinternationalandstudyabroadstudents.MobilityInternationalUSA(MIUSA)promotesdisabilityrights,studyabroad,andleadershiptraining.NationalCollegeHealthAssessment(NCHA):collectsdataaboutstudentshealth,habits,behaviors,andperceptions.OhioWesleyanUniversityoffersanexpansivecollectionofmentalhealthresourcesalongwithlinkstoinformationalTEDTalksfoundatOhioWesleyanMentalHealthResources QPRInstituteofferstrainingforsuicideprevention.