Academic Stress

Due to the high demands of academic responsibilities, including heavy workload, performance expectations, time management difficulties, or concerns about the impact on future opportunities, students often experience pressures and strains (Reddy et al., 2018). Especially when international students move to a new educational environment, academic stress is closely linked to what is often termed as “learning shock”. Learning shock (also known as academic shock) can occur when a student is exposed to an unfamiliar learning environment and teaching methods. The learning methods that they have established in the past may not be applicable to or work with the new approaches. Students may feel frustrated, confused, and anxious at the disorienting cues and conflicting expectations that are particular to learning shock.

Addressing student learning shock is important as it can deter students from learning, and impact their confidence, their sense of purpose, and their relationship with their fellow peers and professors. If approached with the right mindset, learning shock can be a way to enhance learning, step outside of comfort zones, and be an enriching experience to navigate.

To learn more about learning shock and how culture can impact learning, please view our infosheet.

Recommendations

1. Include an introduction to teaching methods and style – During first-year orientation, providing international students with information about teaching methods and assessment criteria can help them adapt to new learning approaches. This introduction can also encourage engagement with campus resources throughout the academic year.
   • Examples include faculty and staff explaining how courses will be assessed and outlining what is expected from students. Additionally, sharing information about available resources, such as school libraries and student accessibility services, can further support students in their academic journey.
2. Offer support for international students – Provide support for students and foster an environment where students feel comfortable seeking help when facing learning difficulties.
   • Examples include offering digital supports for students and ensuring that their technologies and devices can support required software or offering peer-support options with domestic students or upper-year international students within the first year to help the transition.
3. Ensure a culturally safe approach to teaching and grading – Faculty and teaching assistants should consider students’ experiences in course expectations instead of making judgements about them.