Balancing Dreams and Realities: Navigating the Student Pressure Cooker

The particular challenge of being an international student

According to Mewett (2019) mental health is a continuing issue amongst international students. Unfamiliar environments, reluctance to access help and living far away from familiar support systems can cause immense distress.

NHS, UK reports that stress levels and general mental health problems have had a steep rise for international students studying in the UK. Students survey carried out by accommodation providers such as Campus Living Villages and The Student Room with over 2000 international students showed that 36% of students displayed ‘poor mental health’ and 55% reported having mental health concerns in the last two years. Further, 36% of the students surveyed reported feeling suicidal. 

Common Pressures International Students Face

International students are subject to academic, cultural and social transitions which pose real challenges to mental health and can have adverse effects on it. Adapting to a different education system and managing high academic expectations can lead to great deal of academic stress and anxiety (Misra, R. et al., 2007). International students often experience culture shock, leading to feelings of disorientation and anxiety as they adapt to a new culture (Ward, C. 2001).  Being far from home and lacking a support network can result in feelings of loneliness and isolation, contributing to mental health issues. For example, leaving your home country and adapting to a new environment, making new friends can seem overwhelming and difficult to start from scratch (Mori, S. 2000). 

Some international students may face discrimination or racism, which can negatively impact their mental well-being. For example, being part of the LGBTQ community continues to be a topic of discussion involving homophobia and judgment. People with disabilities or those who dress differently are started at and are not accepted within society (Smith and Khawaja, 2011). Missing home, family, and familiar cultural traditions can lead to homesickness and emotional distress (Ding, Y et al., 2015).

The Expectation to Excel

Many international students have a strong desire to excel academically. This pressure often arises from high expectations from oneself and by their family. The constant fear of failure and disappointing oneself is another source of pressure. Studies suggest that depression and anxiety are likely to be linked with immense academic pressure placed on students. According to statistics the UK invests 4-5% of its GDP in education but neglects the crucial investment in students’ well-being. 

Stigma Surrounding Mental Health

Many people hold stereotypes and beliefs when it comes to mental health that are not based on facts. These misconceptions and lack of understanding about mental health issues can create real stigma making it hard for any student to reach out for help. This has led to many students feeling more isolated than ever and fearful of seeking support. For many international students who come to excel to admit they may be struggling can be harder still.

While many take to social media to express how they may be feeling, practical solutions are not easy to find. A qualitative study conducted by Cogan and colleagues suggests that challenging negative judgments surrounding mental health, increasing mental health literacy, and overcoming acculturation can be instrumental factors in seeking support for international students but this is not always the case. Students can feel too pressured and overwhelmed to seek such support or even know they need it.  

The Super Student Phenomenon

The “super student” phenomenon refers to a trend where students often in high school or college, feel intense pressures to excel academically and in extracurricular activities. The super student expectation is also woven into many cultures and families. These students aim for perfection in every aspect of their education and life, and they often set extremely high standards for themselves. The pressure this can create is immense.

The relentless pursuit of academic and extracurricular pressure can have significant effects on mental health. It can lead to chronic stress and anxiety. It also results in many students feeling burnout and socially isolating themselves. Students may also feel pressured to conform to expectations set by their parents, teachers, or peers which can lead to feelings of loss of autonomy and identity.

The super student phenomenon may serve as an ‘ideal’ but in reality, it is adding more to the student pressure cooker and worsening student’s mental health

How Self-Determination Theory Can Be Used to Help Foster Improved Well-being

Self Determination Theory (SDT) is a psychological framework developed by Richard Ryan and Edward Deci. They introduced this theory in the 1980s, primarily to understand and explain human motivation and behavior.

It posits that humans have an innate psychological need for autonomy, competence and relatedness. These components play an essential role in driving human motivation and well-being. 

Relatedness: This pertains to the need for social connection and belonging. Humans are social beings and having positive relationships and support networks is crucial for well-being and motivation. It is easy for students to isolate themselves and get in a super student rut, but finding a buddy or a group of friends to work on an assignment can foster motivation and fulfilment. 

Students lacking drive, purpose, social networks and having an innate belief in oneself may struggle to develop well-balanced habits. Hence, incorporating the principles of SDT into student coaching and mentoring can help students feel more engaged, motivated and satisfied. This in turn can help them take ownership of their learning journey and struggles and learn to navigate them better.

Tapping into PERMA model to Improve Student Well-being

Another psychological model that may help us enhance our well-being was developed by Martin Seligman called the PERMA model. The PERMA model highlights five essential elements that contribute to human flourishing and well-being. 

• Positive Emotion: This component signifies the importance of positive thoughts such as joy, gratitude, love and contentment
• Engagement: This component stresses the need to be fully engaged in activities one finds intrinsically rewarding and fulfilling.
• Relationships: Developing and fostering meaningful positive social relationships and connections are essential for one’s well-being. 
• Meaning: Having a sense of purpose and meaning in life is a significant component of well-being. It involves aligning one’s values and actions to a mission or cause. 
• Accomplishment: This component focuses on setting goals and achieving them, which can lead to a sense of accomplishment and increased self-esteem. It’s about recognising your potential and achievements. 

The PERMA model encourages students to focus on creating a positive emotional climate, fostering engagement, building strong relationships and finding meaning. Hence, for students to achieve and not fall into the pressure cooker, students must focus on developing positive thoughts, engaging with like-minded people, having a core purpose behind the work they do and set achievable goals! Our Grid method and Grid coaches support students in developing these skills and cultivating positive mindsets.

Conclusion

In the grand symphony of life, the harmony between dreams and realities is the key to unlocking success and well-being. High pressure is real and for international students often more acute. By embracing the wisdom of psychological theories, we learn that while the pursuit of goals is vital, so is self-care and mental health.

If you’re an international student or someone who supports student wellbeing, encourage them or yourself to dream big but don’t be blind to the reality of the pressure cooker trap. Success need not come with a massive mental health price tag. Get support and learn to succeed on healthier terms. You will lay strong foundations for success for your entire future.

A mental health checklist we recommend to students

1. When was the last time you made space to self-reflect on how you are and shared this with someone who will listen?
2. What’s the last small win you can point to and celebrate that demonstrates you’re showing up, doing your best and making a go of things?
3. Have you scheduled specific breaks in between your work/assignments over the next 5-7 days? 
4. Do you engage with your peers or make time to call your loved ones frequently enough to feel less alone? 
5. Are you setting clear and achievable goals for yourself? 
6. Have you gifted yourself some fresh air or physical activity to release the happy endorphins in the last 2-3 days?
7. Have you ever tried a digital detox to see what else you could do with your precious time?
8. Have you considered connecting with fellow international students who will get where you’re coming from and what you’re up against?  

Next Steps

1. Explore a wealth of student Grid case studies on our student Grid pages or watch an international student, Marie talk about how Grid helped her live and study in London and let us know your story by leaving a comment.
2. Get one of our free Grid templates to help you organize things and prevent overwhelm or try our Grid Starter Pack.
3. Sign up for our small group LIVE 90min Grid coaching session or get in touch to work with a certified Grid Coach to support you in making the transition to independence easier.

Further reading sources

1. Ding, Y., Hanner, S., & Wang, W. (2015). Understanding the experiences of international students: Reflections on the value of student stories. Journal of International Students, 5(4), 454-472Misra, R., Castillo, L. G., & Stine, R. (2007)
2. Mori, S. C. (2000). Addressing the mental health concerns of international students. Journal of Counseling & Development, 78(2), 137-144
3. Nicola Cogan PhD , Sheila Riddell and Gillian Mayes (2005) The understanding and experiences of children affected by parental mental health problems: a qualitative study, Qualitative Research in Psychology, 2:1, 47-66
4. Smith, R. A., & Khawaja, N. G. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699-713
5. Ward, C. (2001). The ABCs of acculturation. In D. Matsumoto (Ed.), The Handbook of Culture and Psychology, pp. 411-445.

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