International Students and Mental Health
Bibliographic record
Abstract
This study investigates barriers and solutions to international students’ mental health resource utilization in Canadian post-secondary institutions, focusing on Sheridan College. A survey of 25 participants revealed that while 52% had accessed mental health services, 48% had not, highlighting critical barriers such as confidentiality concerns, cultural stigma, language challenges, and fears of academic or immigration repercussions. These findings align with literature emphasizing the need for culturally competent and accessible services. Participants highlighted the importance of diversity in counselling staff, with specific calls for representation in gender, sexuality, race, and ethnicity to foster trust and rapport. Recommendations include embedding mental health education into academic frameworks through workshops, peer-support groups, and wellness-focused courses. Peer mentorship programs were also identified as a way to provide guidance and create community among international students. Addressing cultural barriers through training for faculty and staff, multilingual services, and culturally sensitive workshops emerged as key strategies. Integrating mental health into routine academic and social programs was seen as critical for normalizing discussions and reducing stigma. This research underscores the dual challenge of awareness and inaccessibility, advocating for systemic institutional changes. The findings aim to inform policies that foster inclusivity, enhance resource engagement, and support the well-being and academic success of international students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".