How to Prepare Students for Culture Shock: Tips for a Smooth Start

Culture shock, homesickness, adjustment challenges. Students traveling abroad will likely experience some level of discomfort while living in a foreign country. In fact, getting outside of your comfort zone is often the point of study abroad programs. While exact figures are difficult to come by, it’s commonly acknowledged that most—if not all—students studying abroad will experience some level of culture shock. 

Still, there are some steps higher education institutions can take to help students adjust and turn their culture shock into a positive learning experience. In this article, I will explore how universities on both ends of the exchange program can help students get the most out of their cultural immersion.

Preparation is key to easing culture shock

“An ounce of prevention is worth a pound of cure.” This old adage applies as much to helping students cope with culture shock as it does anywhere else. Here’s how to help students prepare for the challenges of long-term travel before they even step foot abroad.

There is usually an application process for students who want to study abroad, and setting expectations should be a part of that process. Pre-departure orientation is a common part of study abroad programs, but they vary widely. They may focus more on logistics and less on mental health, but every university should consider addressing these issues for students before they leave. 

It’s also critical to let students know that if they already have mental health struggles, the added pressure of living in a foreign country can sometimes exacerbate those issues, and they should be prepared with coping mechanisms. That may mean telling them how to access mental health care — whether through an on-campus service or a security and assistance provider — when they need it. Many providers will even support students during the pre-departure stage by helping them access mental health resources where they plan to study or even setting up counseling sessions in advance. Providing reminders at strategic points along the study abroad timeline can also ensure students have the right information when they need it.

Before a student even applies, it can be helpful to set expectations and let them know that experiencing homesickness, along with a range of other emotions, is a normal part of traveling. Helping them understand where they will be living, what the food and accommodations will be, and what other common parts of everyday life may be different than what they are accustomed to is also important. It’s also critical to understand how these differences may impact students based on their own identities. Setting expectations from the start empowers them to make an informed decision.

Curate cultural engagement and reflection

Study abroad programs are as diverse as the students who partake in them, but the best programs work to create opportunities for cultural engagement — as it does not always happen naturally. Taking that a step further and offering students a way to process and learn from the experience in a more structured environment is equally important. 

David Kolb’s experiential learning continuum (or cycle) can be a helpful tool for understanding how students process the learning opportunities and challenges presented by a study abroad experience. Guiding students on their journey along this continuum can ensure they not only partake in experiences that contribute to their cross-cultural engagement but also help them process those experiences meaningfully.

A diagram showing David's Kolb's learning cycle. Source: SimplyPsychology.org. https://www.simplypsychology.org/learning-kolb.html

Integrate check-points into independent study

As I mentioned earlier, study abroad programs come in many different forms. Some are large group experiences where students live together and have ample opportunity to connect with each other. They may have study abroad advisors or faculty on-site, ready to help students acclimate to their new surroundings.

On the other end of the spectrum are programs where students are more independent and may not have access to the same support networks or resources that they have on campus or even in more group-based programs. This model of program makes it harder for these students to have intentional cross-cultural experiences, process their experiences, or build a support system to ease the adjustment. 

I learned from a colleague of mine, Heather Schieman, that in cases like these, it’s often beneficial for an advisor to schedule regular check-ins throughout the semester. Depending on the student's needs, that may be via email, an online course platform, or some combination of both. The important thing is to let students know that there is a support system in place and provide them with the information they need to have a meaningful experience. It can also be helpful to point students to other on-campus resources, like multicultural organizations, to help them find the community that may be lacking in a smaller, more independent program. Reminders about access to assistance vendors or other available resources can help be helpful throughout the program.

Don’t forget the parents and guardians

While students are the ones traveling and learning to cope outside of their personal comfort zones, parents and guardians are an important part of the equation as well. They will likely be fielding phone calls from stressed students, and it’s helpful to educate them about the adjustment process. 

It’s critical to let parents or guardians know that their students are likely to experience some level of distress during the adjustment period, and it is totally normal. Giving them ideas for how to help ease the transition for their travelers can ensure everyone is on the same page when it comes to supporting students.

It’s also important to note that participants in study abroad programs also go through an adjustment period when they return home. Families will likely be on the front lines of this last step of the transition phase, so it’s equally important to tell them what to expect.  

Small programs may need outside assistance

Many universities already have robust travel abroad programs in place, complete with staff well-versed in guiding students through the journey. Others may be just launching a program or have a small staff available to help students adjust. That’s where your assistance and security providers can help. Are no on-campus mental health facilities available? An assistance provider can help provide telehealth solutions. Not sure what to do when a student just cannot adjust — often due to larger mental health issues that may have been exacerbated or previously undiscovered? Assistance providers are well-versed in these issues. 

More recently, organizations have emerged to specifically address the mental health needs of students traveling abroad. Two examples are Mindhamok and Being Well Abroad. Their models vary, but some vendors provide training for staff and faculty who directly support students, 24/7 support resources, and even the ability to make appointments with counselors locally. 

If you are unsure whether an Assistance and Security provider or a specific mental health resource may be helpful for your institution’s needs, Allegiant Global Partners is happy to help guide you in the right direction with a consultation. 

Providing the best study abroad experience possible

Ultimately, every university wants to ensure its students are safe, healthy, and have a beneficial experience no matter where they are. Providing that experience takes a bit more planning when students are studying abroad, but it’s achievable. Planning and preparation — on everyone’s part — will go a long way toward ensuring culture shock is not traumatic but transformative.