This study presents findings from a survey implemented in May 2020 on responses to COVID-19 by Student Affairs and Services (SAS) practitioners around the world. Conducted by researchers from Germany, South Africa, the United Arab Emirates, and the United States, the survey yielded 781 valid responses. Results show the involvement of SAS practitioners in COVID-19 institutional decision-making, actions taken during the pandemic, and the critical impact SAS had on different student groups and universities located in different contexts. The research demonstrates how SAS mediated the impacts of differently constituted public domains and sociocultural contexts on students and how SAS responded to diverse student needs. Based on the data, we outline a model for understanding SAS’s broader engagement with students in various contexts to enable conditions that promote student persistence and success.

With high numbers of Chinese international tertiary students worldwide, it is important that institutions understand how best to establish environments that support positive mental health in this student group. This study used a mixed methods approach via an online survey to explore levels of psychological distress, help-seeking preferences, and engagement with counselling among Chinese international students at a New Zealand university. Findings support existing literature showing that Chinese international tertiary students experience high levels of distress and under-utilise counselling and other campus services, while the relationship between students and family is an important consideration to assist in mitigating psychological distress. Culturally appropriate interventions are needed to improve the wellbeing, and aid the integration, of Chinese students to their host country and educational environment.

Individuals may be victimised for a range of reasons, including their ethnicity or race. These experiences can have a significant impact on individuals’ health, wellbeing, and educational opportunities. However, despite the intersectionality of racism and bullying, it is a relatively under-researched topic in the tertiary sector. This pilot study utilises the student voice of 13 tertiary students who identified with one or more ethnic minority. The study aimed to understand how educational institutions can provide better support to students who have experienced bullying at secondary school or university. Approximately half of the participants had sought support from friends and parents after bullying incidents. They highlighted the importance of having their experiences taken seriously by individuals who were empathetic and culturally sensitive. Conversely, a dismissive and insensitive response reinforced their belief that there was no point in seeking help, as nothing would change. These preliminary findings could inform educational policies to increase the efficacy of support systems for tertiary (and secondary) students of ethnic minorities in New Zealand.

The consequences of burnout for tertiary students across the health professions are well documented. As key stakeholders in university-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources. Hence, there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting. Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout at a large Australian university. This study reports on the development of the initial online “student bundle”, providing a foundation to inform the design of more locally-based approaches to improve wellness and prevent burnout. Students and staff were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources, and overall content of the student bundle, with a thematic analysis undertaken to identify emerging themes. Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement, Accessibility/Flexibility, Professional practice, Community, Awareness, and Opportunity for personal growth. Stakeholders emphasised a bundle should be engaging and proactive to address wellbeing issues; incorporate aspects linked to professional identity; and foster community, connectedness, and self-awareness, providing an opportunity for growth. Our research has exposed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.

The escalation of the COVID-19 situation throughout 2021 saw a dramatic increase in the number of ad-hoc referrals and requests submitted to the Student Health and Wellbeing (SHW) team at La Trobe University. While the SHW team was pleased to be receiving these referrals and requests, the incomplete nature of many of the requests made it incredibly difficult for them to follow up. A standardised form was developed to better enable non-clinical and all university staff to request consultations, make referrals, and effectively hand over students of concern to the SHW team for wellbeing support. Although a challenge to develop appropriately, this form has seen enormous success and has improved service delivery and capacity to an unprecedented level. Although somewhat counterintuitive, by standardising the requests and referrals process, the team were better able to deliver non-standard, individualised support for the at-risk and distressed students who required it.

When COVID-19 impacted Australia earlier this year, student accommodation providers found themselves in the most challenging operating environment imaginable. Deakin Residential Services (DRS) rapidly adapted to the continually changing landscape, taking a ‘whatever it takes’ approach to supporting students across all four of Deakin University’s campuses. Adopting a focus on ensuring members of our community were supported, engaged and informed, DRS instigated ongoing one on one welfare checks with every resident, and introduced a new wellbeing model tailored to support students through life ‘out of the ordinary;’ facilitated a comprehensive suite of virtual programs to foster community and responsibly engage students in a COVID-safe manner, and leveraged technology to keep students informed, manage expectations, and demonstrably ensure understanding, compliance and active support for key safety messages. This paper will share further details regarding this three-part strategy, exploring aspects which have been found to be silver-linings and likely to remain part of our operation post-pandemic, along with discussing some of the challenges and opportunities which have arisen throughout 2020. The authors will highlight key elements which are transferable, not only to other student accommodation providers, but also to those supporting the broader student experience within higher education.

This study sought to explore the challenges and opportunities for improving the health and wellbeing of international students through in-depth interviews with 21 international students at an Australian University. Interviews explored 1) conceptualisation of health and wellbeing, 2) perceptionsof the most significant health and wellbeing issues for international students, and 3) the barriers to international students accessing campus-based services for health and wellbeing concerns. Almost all international students viewed health and wellbeing as a state encompassing both physical and mental/emotional health. Key challenges included mental health, lack of social support, academic stressors, financial pressures, and accommodation concerns. Barriers to accessing university support services included cultural stigma, language barriers, waiting periods to access services, and not knowing how or where to access support within the university. The implications of these findings and suggested strategies for improving the health and wellbeing of international students are discussed.

There are growing concerns about the mental health of university students, with particular concerns for international students studying in countries with different language and culture from the country of origin. We sought to explore the challenges and opportunities for supporting and improving the health and wellbeing of international students through interviews with health and other support services staff at an Australian University. Semi-structured interviews with a range of health and support services staff were conducted in person or by telephone in late 2018. Staff were asked about their perceptions of 1) health and wellbeing issues for international students, 2) barriers to international students accessing campus-based services for health and wellbeing concerns, and 3) strategies to improve international students’ health and wellbeing. Transcribed interviews were analysed thematically. Mental health/illness was identified as the most important health and wellbeing concern for international students. Barriers to help-seeking included fear of repercussions for coming forward, lack of problem and symptom recognition, poor understanding of health information, cultural stigma associated with counselling and language barriers. A tendency among international students to delay help-seeking until problems reached crisis-point was also identified as a concern. Suggested strategies to improve wellbeing included pre-departure education/orientation to life in Australia, the integration of health and wellbeing education with other university programs, education about confidentiality, better supporting students in how to access services, and skill building to promote social connection. Addressing the identified issues and opportunities would support international student health and wellbeing and may assist in attracting international students back to Australia post-COVID.