Bridging the Gap: What We Learned About International Student Transitions

For many years, the Council of International Schools (CIS) has brought member schools and higher education institutions together with the purpose of facilitating international student mobility. Recognizing that the transition from secondary to higher education can be uniquely challenging for international students, we embarked in a multi-year research project to develop resources and tools that our members can utilize when enhancing or implementing programmes to support students in their educational journey.

Here's what we learned-and how the new CIS Educational Transitions Framework aims to help.

1. Gaps in understanding the unique needs of international students

Our research, conducted across a sample of CIS member schools and universities worldwide, found that the unique needs of international students are not universally understood by higher education institutions, especially when compared to domestic students on their campuses (CIS 2023 Survey Analysis).

International students face a range of stressors, from socio-cultural and educational differences, developing independent life skills, to the practical challenges of relocation. If left unaddressed, these challenges can harm students' physical, social, and mental health, directly impacting their academic performance and overall well-being.

Our conversations with international students revealed the following areas where they felt they could benefit from more support:

• Experiencing feelings of rootlessness and loneliness from being displaced from friendships, family and social support;
• Understanding their new cultural environment at university and their own diverse background within this new context;
• Understanding new learning environments and expectations for learning
• Developing independent life skills to support their well-being
• Help with practical challenges related to relocation such as obtaining a visa and accessing relevant support services.

2. Inconsistent understanding of the diversity of international students

There are diverse identities within the “international student” category, especially those form the international school community who live highly mobile lifestyles that result in Third Culture Kid (TCK) or Cross Culture Kid (CCK) identities. Many counsellors and parents who we surveyed expressed concern about universities not recognizing the transition needs of Third Culture Kids (TCKs) or Cross Culture Kids (CCKs), and in particular, providing support for repatriating students who are often grouped together with domestic students. As a result, they are often excluded from international student support services.

3. Missed Opportunities for Dialogue and Connection between Schools and Universities

Our research also revealed a missed opportunity for dialogue between schools and universities. There is a significant difference of opinion between schools, parents, and universities regarding international students' transition needs. Schools may not take into account universities' perspectives when preparing students, and universities may not take into account the school perspectives when deciding how to support international students on campus. This gap in expectations means that support is often fragmented when students move from secondary to higher education, leading to a ‘disconnect' that students experience during their enrolment journey and initial stages of university life.

In addition, student support staff from universities find that even where institutions have sufficient support services, many students don't engage, often due to lack of awareness. This further highlights the importance of connecting schools and higher education representatives to better help students understand the type of support available to them once they arrive at university.

4. The Student Voice Is Often Missing

Another key finding is that the student voice is frequently missing from conversations about transition support. For example, while schools, universities, and parents may not prioritize connections between prospective and current university students, this was one of the highest ranked supportive measures among students who responded to our survey.5. The Need for Comprehensive, Proactive Support

Most transition models tend to focus on isolated challenges or institutional responsibility for welcoming, rather than offering integrated support networks that address the diverse needs of international students in a more holistic manner that is integrated throughout the institution. Current models also often overlook the diverse demographics and needs of international students which require thoughtful, proactive support.

When transitions are not managed well, students' mental health, well-being, and academic success can suffer. Conversely, with effective planning, these moments of challenge can become opportunities for growth, resilience, and lifelong skills.

Bridging the Gaps in International Student Transition

In response to these challenges, CIS developed the Educational Transitions Framework, which is the foundation used to develop evaluation tools, practice guides and other resources in a new Secondary to Higher Education Transitions Support Pack. In addition, members can participate in a yearly workshop designed to create tangible opportunities of cross-sector collaboration for positive educational transitions programming.

We invite you in joining us in the movement to continuing to promote proactive, intentional, and supportive conversations centered around cross-sector collaboration to positively impact students in their transition from secondary to higher education.