The experiences and impact on wellness among international students in the United States during the COVID-19 pandemic

International and domestic university students’ mental health over the course of the COVID-19 pandemic in Germany: Comparison between 2020, 2021, and 2022

“…For example, in Australia, international students reported race-based discrimination during the COVID-19 pandemic [ 29 ]. Concerns about visa status and consequent disruption of studies were reported by international students in the US [ 42 ]. A qualitative study conducted in China indicated hopelessness, uncertainty, worry, lack of interest and focus, lack of support, financial difficulties, social pressure, sleep disorders, and increased smoking among international students [ 28 ].…”

“…In China, offline activities, physical exercising, and classroom activities helped to relieve anxiety among international students [ 48 ]. Besides, counseling, student support groups, and psychosocial and academic support are suggested to help students to cope with their burdens [ 36 , 42 ]. Considering that drop-out rates are higher among international students than among domestic students [ 17 ], such actions are beneficial in terms of mental health, may prevent drop-out of studies, and even enhance students’ academic performance.…”

Starting university during the pandemic: First-year international students’ complex transitions under online and hybrid-learning conditions

“…Due to the pandemic, international and domestic travel restrictions, socio-political events, communal hate crimes, and financial impacts (relating to scholarships, tuition fees, and incomes) have put international students in precarious positions, particularly in the leading host nations (Anandavalli et al, 2020;Alaklabi et al, 2021;Buckner et al, 2022). Safety, health, mental health, and racial biases have adversely affected students of color, Chinese students, and Asian students in the United States and Canada (Blake et al, 2021;Ge, 2021;Gao et al, 2022).…”

“…Examining international students currently residing in the host countries, many researchers proposed ways for institutions to provide adequate psycho-social support. Large-scale quantitative assessments have identified that international students were under social, emotional, academic, and discrimination stresses (Soria and Horgos, 2021;Gao et al, 2022). Many qualitative research further pinpoint that international students face limited opportunities to interact with family, peers, and faculty members and therefore need to secure transnational support (Wang and DeLaquil, 2020;Han et al, 2021;Hari et al, 2021;Hu et al, 2022).…”

The development and evaluation of a short-term international student research and educational program

“…Notably, there are many universities in China and other countries that offer various degrees taught entirely in English, reducing the language barrier that previously discouraged international students from these countries [ 2 ]. However, the growth of the global international program has been declined due to COVID-19 restriction policy [ 3 ].…”