Recently I attended the launch of the Russell Group Students’ Unions (RGSU) and UK Council for International Student Affairs (UKCISA) report on the international student experience at Russell Group universities, hosted by the APPG for international students.
Whilst the report focuses on the higher education experience, and surveyed international students in Russell Group universities specifically, the broad data set and report information offer some valuable insights for boarding schools, especially UK schools welcoming and supporting international students.
The report is well worth a read, and the work of the RGSU and UKCISA in conducting this research and collating the findings is to be commended and celebrated. Click here to see the report in full.
For boarding schools, the following lessons and takeaways are clear:
- International students are strategic and social assets, not just fee payers
Any schools or organisations that see international students and their families primarily through a transactional lens need to broaden their perspective. International students bring a wealth of intercultural opportunity and understanding, promoting global citizenship and networks across whole school communities.
Schools should ensure space for diverse global perspectives across academic, extra-curricular and pastoral provision, involving international students in core student roles and responsibilities to demonstrate the integral importance of each student to the community.
- Belonging is critical, but we can miss the mark
International students joining at higher education level, according to this report, can experience loneliness and isolation, and feel a lack of belonging and connection, especially early on. Boarding schools have a fantastic opportunity here to offer more, working with families and agents in advance of arrival to introduce and onboard. Family integration, buddy systems, introductions to the school and local community all make a real difference to how quickly our international students settle.
We need to make sure everyone is involved in this, including ensuring all staff are trained in cultural competence and prepared to be more considerate about language use (slang and colloquialisms can add additional hurdles) as well as being live to integration and settling issues we might not immediately be aware of.
Look at your staff training and student induction processes. What do current and former international students have to say, honestly, about your process? How did they feel a week, month and term into their time with you and what would they change to support others following in their footsteps?
- Integration is not the same as assimilation
Linguistic and cultural immersion is one thing, but assimilation is quite another. For those who think of Star Trek when they read the word assimilate, I needn’t say more! Promoting integration and cultural understanding, encouraging English language development and introducing and explaining British culture is all important, but no more so than ensuring we genuinely encourage all members of our schools to express their own cultural identity and language. Culture clubs, multilingualism and varied global event calendars all demonstrate actual celebration of diversity and integrate different elements of each into a school’s own unique identity.
There shouldn’t be a pressure to fit in, rather opportunities to be seen, welcomed and understood for who you are (this applies to staff and domestic students too, honestly).
- Students value honesty, safety and support from their environment
We must ensure our communities and settings do everything they can to limit concerns around bullying, racism, microaggressions and physical and emotional safety. No-one should feel unsafe or targeted.
Schools need to make sure safeguarding and reporting processes work for everyone, including international students and their families. Do you explain these processes, and how to speak up if you feel unsafe or concerned? Does your school offer safe spaces to find peer or staff support?
Do you truly live by your policies in these areas? Again, how do current and former international students feel about these, really? What can be done to make real improvements here?
How are you addressing potential challenges arising from socio-political factors worldwide? How are you supporting international students who will be impacted by news and updates across the globe, and will rely on school for support?
Relatedly, international students may not understand or willingly access support available through school. This could be for several factors including lack of awareness, cultural norms and fear of judgement. Schools must normalise mental health and wellbeing services through workshops and visible campaigns, ensuring access information is available in simple English and, ideally, other languages. Ensure the parent community is aware of the support options available and demonstrate proactive support.
- Parental engagement is important
International parents can feel disconnected or poorly informed about their child’s school experience. We’re not just talking academic grades here, but the day-to-day, whole experience of their child. They may have invested in an international education, but it doesn’t mean they don’t care, and don’t want to be involved.
Schools need to develop regular, proactive, multilingual and digital touchpoints including translated newsletters, social posts on different platforms, online parent portals. Parent webinars, Q&A sessions and meetings need to be offered in a time zone considerate manner, and we need absolutely to not assume understanding of systems we take for granted (UK education structures, assessment, pastoral systems and health/wellbeing support services).
A successful balance for all students is a strong connection between student, school and parent/carer(s) and this is no less the case for international students. With technology available in 2025, there is no excuse not to include international parents in routine school life, just like domestic parents.
- Support and guidance need to meet global ambition
This recent report is clear that the UK remains a top higher education destination for international students, but schools must not assume that’s the only interest and pathway. International students are global citizens, and their aspirations and ambitions often reflect that. Many international students are exploring progression not just in the UK but in their home countries or elsewhere internationally.
Schools offering excellence for international students need to be supportive, offering information about different academic pathways, and even employment pathways (including information about different relevant visa routes etc). Connections and partnerships with higher education providers around the world would enhance the school offering.
Alongside this, a global opportunity outlook can be enhanced by activity to foster intercultural and global friendships. Schools should proactively encourage genuine intercultural connections. This may need efforts to design collaborative activities that encourage connection.
These six takeaways underscore the importance of creating a genuinely inclusive and supportive environment for international students, building on survey responses from nearly 5,000 international students across Russell Group universities. Russell Group universities welcome around 90,000 international students annually.
Schools, and particularly boarding schools, are uniquely positioned to promote positive experiences and support with challenges in a safe and supportive setting, working with the whole family.
Bethan Hudson MTIOB, Director, BAISIS
