The realisation that everything you have ever known is completely unreliable can be crushing.
Growing up in a system with its own rigid rules is challenging enough. Being told that, actually, none of that fits here and you better figure it out before the end of next week can be nothing short of an absolute nightmare.
Yet, that is the reality for many international students. Arriving in the UK, with an impressive academic record and a shining diploma to prove it, students are quick to realise that they did not just cross geographical borders, but also an academic one.
This puts them in quite a precarious position. The period meant to be exciting and lively, begins to feel extremely isolating, leaving many students with what we call an ‘academic paralysis.’
Overwhelmed by unfamiliar responsibilities and the quickly piling assignments, students find it more accessible to convince themselves that they are simply incapable of producing quality work. It becomes easier to hide from the danger, which sometimes takes the form of parents and teachers seeking answers.
Before approaching international students, we have to acknowledge how different academic expectations are across the world. Students grow up with different goalposts, which they work towards their entire academic lives. Countries that focus on rote learning are more likely to produce candidates who did not get a chance to develop their critical thinking, research and writing skills, all of which are vital parts of the UK education.
Hence when students arrive in the UK with good grades but without the correct expectations, they can be caught off guard by how behind they are from the rest of the class.
In our view, the point of mentoring is to address such gaps in knowledge with a more familiar approach. At Echos, mentoring has helped us develop a connection with our students beyond the application stages.
Almost all of them struggle with unlearning old habits and adapting to a more independent environment. Structuring a study programme around their individual needs, providing frequent feedback and being there for them more as a study companion than just an authority figure, gives them the space to learn how to balance their responsibilities, grow in confidence and still feel like they have a community they can rely on.
Last year, when a student who at first only met the minimum level subject requirement graduated top of his foundation class we knew we had achieved something that was quite meaningful.
International students have much to offer to academic settings.
They are bright thinkers with unique backgrounds and experiences, qualities that have and will always be a valuable asset for any institution. Which is why we believe that introducing mentoring into the routines of international students gives them the platform to realise their full potential.
It is effective because it goes beyond the expected subject support. It offers them a support system and the reassurance that they are not alone in this journey.
About the author:
Aysat Orujova is an education consultant and mentor coordinator at Echos Education. She provides consultancy services on UK’s university applications, as well as mentoring students in academic and creative writing. She has a BA in History and International Relations from King’s College London and an MA in Creative Writing from Royal Holloway.
