How can Schools of Social Work better support International students studying in Australia?

Background:

Australia is a popular destination for international students and its popularity as an Education
destination is increasing every year. According to the Federal Department of education 684,754
international students were enrolled in July 2019 in the Australian universities and colleges, which is a
9% increase from July 2018 (Department of Education, 2019). The top five countries where the highest
number of international students come from are China (22%), India (15%), Nepal (7%), Vietnam (4%)
and Brazil (3%) and these five countries contribute to a total of 58% of all international students
(Department of education, 2019). The number of student enrollments is increasing every year. With
the growth in the number of international students, the problem associated with students are also
increasing. International students come under one of the vulnerable group of students among university
students in Australia (Orygen, 2017). International students face lots of challenges after their arrival in
Australia mainly in the first few months of their arrival (Russell, Rosenthal, & Thomson, 2010). As
soon as the international students come to Australia most of them encounter a cultural shock, especially
those coming from Asian and African countries (Kwan, 2019). The major challenges faced by
international students are cultural adjustment issues, displacement and disconnection from family,
religion and culture, and difficulty in interaction with the students of host country, unfamiliarity of the
education system (Baba, & Hosoda, 2014; King et al., 2011; Mori, 2000; Neri & Ville, 2008). Similarly,
limited English and language barrier is another major challenge for the majority of international
students. Many international students especially from Asia, go through serious difficulties in learning
and lack confidence in speaking and taking a proactive role while having discussions in classrooms or
while doing group activities (Sawir, 2005). Academics argue that international students work two to
three times as hard as locals just to pass courses (Burton-Bradley, 2018). Researches show that non-
native English speakers have lack of personal voice and have discomfort in collaborative work with other
students in the University (You, 2017). Academic pressure seems to be another big challenge for
international students (Arkoudis, & Tran, 2010). The students tend to face academic pressure due to
high expectation from their family back in their country as well as colleagues. This is mostly seen in
students from Asian countries like China and India where academic excellence is crucial in a student’s
life (Kwan, 2019). Furthermore, Financial difficulty also puts a lot of pressure on international students
(Forbes-Mewett et al, 2009). Mostly the students who are living independently and those from lower
socio-economic background face the financial issues (Eisenberg et all 2013; Stallman, 2010). The
sudden change and adjustment to the social environment and educational systems lead to a stressful
situation among them (Sumer, Poyrazli, & Grahame, 2008). Moreover, the other challenges faced by
these students includes unfamiliarity of the education systems, political, religious and social conflicts
back in their country which makes it hard for them to build and maintain social relationship with
students other than from their own country which makes them socially inactive. These all challenges
result in occurrence of mental health issues among international students as compared to domestic
students (Mori, 2000). This eventually leads to psychological problems like anxiety, insomnia,
insecurity, isolation and the sense of unhappiness among international students (Mori, 2000; Neri &
Ville, 2008).

The evidence shows that international students stated that they were involved in health-compromising
risky behaviours (Rosenthal, Russell, & Thomson, 2008). Some of them practised risky health-related
behavioural activities like use of drugs, alcohol, smoking and gambling which are the risk factors of
mental health among university students ( Hallet et al., 2012; Hussain et al., 2013). Poor diet is another
risk factor for mental health among international students which is often related to the financial
difficulties (Kruisselbrink Flatt, 2013). Lack of adequate sleep was another risk factor of mental health
among international students. The evidence shows that the students go through lack of sleep due to
caffeine use, drug and alcohol use, longer use of a computer, as well as work and study commitments
(Hershner & Chervin, 2014; Orygen, 2017). Many students work until late night and work on their
assignments staying late in the night time which results in lack of adequate sleep and change in sleeping
patterns ultimately leading it to chances of mental health issues (Knowlden and Sharma, 2014). The
discrimination that international students face while hunting for a job or within the workplace also
affects their mental health severely (Nyland, 2009).

Different pieces of evidence suggest that university students are more likely to have mild to moderate
kind of mental distress (Knowlden, Hackman, & Sharma, 2016). Similarly, another study showed that
58% of the international students were positive and connected in the university, 34.4% were
unconnected and stressed while 6.7% were distressed in their life and were involved in risk-taking
behaviours (Hallet et al., 2012). Suicide is another major emerging issues among international students.
According to the report by Victoria's Coroners Prevention Unit, between 2009 and 2015 there were 27
deaths due to suicide of which only 22% sort help from mental health services six weeks before their
death (Kwan, 2019). This demonstrates that international students do not seek mental health services
even if they are going through mental health issues. It also raises the question of the stigma related to
mental health problems among international students.

Rationale

There is some literature that discusses the challenges and barriers faced by international students in
Australia. However, there is very less literature on strategies and programs that can be helpful in
supporting international students. Therefore, this research can play an important role in filling that gap.
This paper will also help stakeholders to have overview of complex literature and provide information
on what is known so far on international student support, and the barriers in those support programs
which may be important to stakeholders like policymakers, social workers, service users and providers
to further strengthen the support service for International students in Australia (Hansen,2014).
Moreover, this paper will also help the School of Social Work to initiate support and advocacy for
international students.

Social work has a commitment to enhancing well- being of people especially to those who are in
disadvantages (AASW, 2010). Therefore, its social worker’s role to advocate on behalf of international
students and to provide effective support. Moreover, it can be predicted that in near future social
workers will be working with international students as the suicidal rates and other issues related to
international students are in increasing trend (Kwan, 2019). Also, social work is committed to values
like justice, respect for the person and human rights (AASW, 2010). However, they seem to be
compromised in case of International students studying in Australia.

Research Question:

How can the Schools of Social Work better support International students studying in Australia?

Aims:

 To explore and understand the mental health issues of international students.

 To explore support strategies that might support international students studying in
Australia and might create a better environment for them.

Methodolody:

A qualitative approach is believed to be the best suit for this research as this paper seeks to explore and
understand the meaning of international student’s situation and to explore the possible strategies that
have been successful in supporting international students. The research question requires a subjective
explanation as it needs a deep understanding of the underlying situation, it cannot be quantified in
numbers (Bogdan & Biklen, 1997). To explore meaning rather than quantifying it. The epistemological
position used in this research is social constructivism. The constructivist theory approach is used to
analyse the data and information in the analysis phase (Charmaz, 2008). The meaning will be
understood and analysed through social constructs. This aligns with the aim of social work too as this
paper will discuss the values like human rights, respect for everyone, social justice and integrity
(AASW, 2010).

In a constructivist approach, the positionality of the researcher is crucial in data analysis and
interpretation (Charmaz, 2008). So the researcher being an international student myself and currently
studying in Australia, could play a crucial role in the analysis of the results. Therefore, special
consideration was made during the analysis of data. Also, in constructivism, the concept of critical
reflexivity plays an important role (Charmaz, 2008). It has been widely used in social work literature in
present days (D’cruz, Gillingham, & Melendez, 2007). The reflexivity explains the concept of
situational understanding and also helps in drawing the concept of the researcher (Freshwater & Rolfe,
2001). The concept of reflexivity and critical reflection can be used interchangeably according to
different pieces of evidence (Leonard 1999; Pease and Fook, 1999). Critical reflection encourages the
experience of self-researches as well (Fook, 2003). Fook and Askeland (2007) also explained that the
main purpose of critical reflection is the improvement in professional practice. Therefore, I have
analysed results critically that helped in my professional development as well. As a researcher being an
international student itself, the use of critical reflexivity has played a crucial role in this paper. However,
I paid attention to being very careful and transparent while analysing and interpreting data and
information.

Critical theory empowers the powerless and transforms social inequalities and injustices (Allan, Pease,
& Briskman, 2003; Bogdan & Biklen, 1997). In this paper, I have used Critical social work theory
to better understand and explain the power imbalance and the effect of neoliberalism
in Australian Education providers and international students in Australia. Thus, I used critical theory to
analyse and interpret the results.

The thematic analysis method is used in this paper as it provides a theoretically-flexible approach in
analysing qualitative data. The thematic analysis searches for different themes that emerge as being
vital while describing the phenomenon (Daly, Kellehear, & Gliksman, 1997). This method comprises
the identification of different themes by the process of reading and re-reading of the information and
data (Rice & Ezzy, 1999). It is a process of recognizing the patterns of the data, where emerging themes
become the categories for the analysis of data (Braun, & Clarke, 2006). Hence, similar patterns are
identified, coded and categorised in specific themes by the rigorous process of reading and re-reading.
The use of thematic analysis process helped in exploring the challenges and mental health issues of the
international students and to explore possible solutions or strategies that can be helpful for them to adapt
well in university education environment (Fereday, & Muir-Cochrane, 2006).
Findings:

The findings of this paper suggest that the Universities can offer valuable opportunities for international
students to prevent them from the occurrence of mental health issues and also for the early intervention
of mental health issues among students by delivering intensive services to international students
(Reavley and Jorm, 2010). The University setting can provide the opportunity to deliver evidence-
based interventions to the large number of population in a single setting which means
universities/colleges can play an important role in preventing and intervening mental health issues in
large extent (Orygen, 2017).

The programs or strategies that might be helpful to support international students are categorized in the
following themes:

Prevention and Promotion against mental health issues

a. Raising awareness

Raising awareness about mental health issues can help reduce the stigma against mental health problems
among international students coming from different countries. Universities can provide information to
students about mental health and wellbeing through their websites and other social networking groups
which helps in addressing stigma and other barriers to accessing services. Awareness-raising among
students via email, text, messages can be the other option which seemed to be working effectively in
different university settings (Orygen, 2017). Evidence shows that awareness-raising through the use of
including posters, events and training was also helpful in increasing the willingness of help-seeking
behaviour of students as well as staff in the university setting (Reavley et al., 2014). Moreover,
according to Merritt et al. (2007) use of simple media like poster and postcards was effective in raising
awareness about mental health issues like depression and anxiety among university students.
Furthermore, Yamaguchi et al (2013), explained that positive change in attitude was seen among
students in accessing and utilizing the services through the detailed lecture information on available
mental health services. Similarly, some positive mental health outcome was seen among students when
they got the opportunity to speak to others about their experience through social contact or video-based
contact (Yamaguchi et al, 2013).

b. Training on mental health

Providing mental health training was found to increase knowledge and ability to identify mental health
issues among the students and staff at University (Lipson et al. 2014; Mitchell et al. 2013). Similarly,
training on mindfulness was seen to be effective in reducing stress and anxiety among University
students (Regehr et al. 2013).
Direct support to students

a. Peer support: Peer support was found to be effective in different studies (Orygen, 2017). One
of the studies from Canadian University demonstrated positive results when they paired the
program participants with the Canadian students as mentors. This program was conducted for
one whole semester. At the end of the semester, it was seen that the research participants
experienced positive changes in their socio-cultural and psychological adaptation. Also, the
result showed a lowered level of acculturative stress among international student participants
in comparison with control participants (Thomson, & Esses, 2016).
b. Group intervention program: One of the study conducted by the School of Psychology and
Counselling, Queensland University of Technology, trailed group psychological intervention
which was experiential and cognitive–behavioural in nature. The result of the study revealed
that the psychological adaptation and coping self-efficacy significantly increased during the
follow-up sessions with the students, however, further refinement on the group programme
was recommended by the researchers (Smith, & Khawaja, 2014).

Psychological support:

a. Counselling:

Counselling program at University was found to have a good impact on university students who went
for counselling services and who completed the therapy course. Counselling was also found to be
effective in addressing the issues related to the academic performance of the students (Devi et al., 2013;
McKenzie et al., 2015). Moreover, Cognitive Behavioral Therapy (CBT) and other psychological
therapies were found to be helpful among the students who were going through anxiety and depression
(Reavley and Jorm, 2010).

b. Online support programs:

Online support strategies like providing online information regarding mental health, online intervention
to targeted students suffering from anxiety and depression and also online CBT program with the
assistance of the therapist was found helpful to those students who did not want to meet the therapist
face to face (Reavley and Jorm, 2010; Sharry et al, 2013).
Food programmes:

a. Community garden

The community garden at University premises was helpful to international students who resided
on- campus to get fresh fruits and vegetables and supplement their diet, especially to those students
who had limited financial resources (Nuttman et. al, 2015). It not only helped students in getting
fresh fruits and veggies but also helped students living on campus including international students
and rural students in building up a connection with the local community and amongst each other.
Moreover, it helped in reflection and relaxation as well. Community the garden was also a source
of mood enhancer (Nuttman et. al, 2015). Community garden also helped in developing social
relationship with people in the local community (Agustina, & Beilin, 2012).

b. Food Workshop

A food voyage program conducted in America among international students showed that more than
70% of the participating students and their spouse’s experienced improved self-efficacy in purchasing
and preparing a healthier version of the food. It used Social Cognitive Theory which was based on
cooking class series designed for international students (Still, & Mullis, 2013). Evidence also shows
that community cooking workshop had positive impacts on international students where they reported
positive changes in their eating behaviour and also a better sense of community (Luongo, Tucker,
Hutchinson, & Dhaliwal, 2018).

Language programmes

Student’s performance can highly depend upon their lectures way of teaching. A study from Deakin
University emphasised that the lectures should be able to inform students on “how to develop academic
skills” rather than “what are the student’s expectation” (Arkoudis, & Tran, 2010). Informing students
about the academic help services available in the university during the early semester (Arkoudis, &
Tran, 2010). Language support Units with language expert can play an important role in helping
students who are struggling with the English language barriers (Swair, 2005). Alternatively, setting the
English language criteria high can be helpful so that they do not have to face difficulties in doing
assignments and communicating effectively in class due to language issues as these issues are seen
especially during group works and individual assignments (Kwan, 2019).
Discussion:

Barriers for the support services

Even if several programs have been successful in supporting international students in Australia, there
are some barriers to implement these programs and strategies. It is commonly observed that effective
professional mental health support can be expensive (Shelton, Renaldi, & Xiao, 2019). The universities
choose not to spend a lot of money on international student support in the neo-liberal environment.
Similarly, the staff are not well trained at the appropriate level in mental health literacy and awareness
which means students are not getting enough support and information from their lecturers at their
Universities or Colleges. Also, International students have to go through a rigorous process to get help.
They have to go through the student centre and then to the International department and finally, they
get counselling services. An international student chose not to go through all this process when he/she
is already in a difficult situation and struggling with English (Kwan, 2019).

According to the evidence, the community garden at university had a good impact on providing fresh
fruits and vegetables as well as the development of good connection among local students, local
community and international students who were living on campus. However, there were some barriers
to building and maintaining the community garden. Mainly students could not make time to visit the
garden as they had family, work and study commitment (Nuttman, et.al, 2015; Agustina, & Beilin,
2012).

In terms of counselling, it was seen that the cost of mental health support services limits the support
provided to international students. Professional mental health support can be expensive as it needs the
employment of fully qualified staff like Clinical Psychologist. Therefore, the School of Social Work
can put pressure on the University to make Clinical Mental Health Service available to international
students. The universities take a huge amount of money from international students and therefore they
should utilize that money for the support of international students at the maximum level.

As we discussed in the earlier session that international students are not utilizing the services available
for them due to stigma related to mental health in their culture. Also, mental health is not considered a
health issue in many cultures. Therefore, stigma related to mental health becomes a major barrier to
seek support from mental health services. This especially applies to students from Asian and African
countries (Kwan, 2019). Therefore, there should be meaningful access to services that can engage
international students and support them.
Effect of neo-liberalism in International students

Australian universities fully depend upon fees from international students for billions in their
revenue. Almost one-third of the total revenue is collected from fees from international students.
According to academics, English scores are kept very low so that the universities can bring more
students (Burton-Bradley, 2018). When the students have limited English and they still get admissions
in Australian universities and colleges, they cannot learn and communicate effectively in their class
resulting in the lower academic result. As a language barrier and communication problem is one of the
major reason for the mental health issues of international students. The English language requirement
should be raised high so that the students can communicate well and also excel in their academic
performance. The trend of taking students without proper quality check only benefits Universities and
Government to make money however the international students go through the hardest phase of their
life where they struggle with their Academic progression.

When we think critically on international student’s market in Australia, we can see power imbalance
among Australian Education service providers and international students. Burton-Bradley (2018),
questioned on Australian Universities taking international students as Cash cows as there are a high
number of international students enrolled in the universities every year paying thousands of dollars
every semester however that are only a few jobs for international students in their related fields.
Evidence shows that International students work twice as hard as local students just to pass the subject.
In one hand, they are taking a large number of students and get a large number of payments and on the
other hand, even after graduation a lot of international students do not get jobs in their field. It shows
that the international students are in oppression from the Australian Universities/colleges as well as the
whole Australian Government. As explained by Fook (2016), domination is structural and also
personally experienced. I could see the domination from the university in terms of the fee structure,
placement arrangement for international students and another support service available for them. Also,
sometimes I can personally feel that domination from the university system as well. Social work is
committed to justice, human rights and respect for the worth of every individual however these all
values seem to be compromised in terms of international students (Code Of Ethics, 2010). They are also
committed to work alongside the marginalized and oppressed population and social change (Pease & Nipperess,
2016). Therefore, the school of Social Work should start thinking about giving voice to the international
students and advocate them to get the best support services they deserve.

Also, Australia’s level of public investment in higher education is low compared to other industrialized
economies. The Deregulated international and postgraduate course fees are among the major source of
income. This shows that the courses are available to the students who can pay fees however other
students who have a genuine interest may not get admission if they cannot afford the course fee ( Rea,
2016). The negative effect of neoliberalism can be seen substantially in the Australian education
system. The Australian government and education providers should realize that a university is not just
another business enterprise and education is not a product that could be purchased and sold easily with
money. University education qualification requires work from the student and it should not be like just
another business of purchasing of the services with the transaction of a high amount of money. This
system makes me believe that Australian Universities are not less than other business organization who
are looking for their profit rather than showing their commitment to establishing a highly qualified
graduate. If this trend continues we cannot deny that this trend might result in degradation of the quality
of the whole Australian education system in the near future.

Recommendation

Firstly, universities should not just attract a large number of international students to make maximum
profit but should also be able to provide adequate information to the students prior coming to Australia
and provide adequate support services after they arrive in Australia. As it was seen that there is a lack
of psychological intervention that helps international students in acculturation (Smith, & Khawaja,
2014). With the growth in enrollment number every year, there should be an increment in the awareness
of the need to support international students and to advocate them (Russell, Rosenthal, & Thomson,
2010). It should also be noted that the support program should vary depending upon where the student
originally come from.

Secondly, it has been observed that there is a lack of adequate research and data on mental health
prevalence among international students. Therefore, data on the prevalence of mental health issues and
suicide among international students should be collected and investigated. Similarly, more research
should be conducted on new strategies and program that can support international students during their
stay in Australia. Also, research on how to reduce the barrier to provide effective support service to
international students should be conducted. As we say in social work, clients are the expert of their own
life, trying to explore more information about international students through qualitative research using
in-depth- interview on how the students can be better supported might be more helpful.

Conclusion

From the above research paper, it can be seen that the international students are facing lots of challenges
while studying in Australia. Therefore, they need strong support from the Social Work Sector. From
different pieces of evidence drawn from across the world, it can be seen that the support programs like
awareness, training, peer/mentor support, individual counselling, group counselling, community
garden, food voyage program, and provision of professional mental health support service was found
to be effective to improve mental health and well- being of international students from around the world.
However, there are some hindrances in developing and running these services mainly due to financial
issues and stigma among students. Therefore, the School of Social Work should aim in awarding
international students and advocating and supporting them in getting the rights and services they
deserve. Also, the universities should invest more in international student’s support programs with the
provision of providing adequate information about living and studying in Australia before the students
come to Australia. This might help international students in the enhancement of their mental health and
social well-being.
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