{"id":13639,"date":"2025-05-28T14:24:03","date_gmt":"2025-05-28T14:24:03","guid":{"rendered":"https:\/\/provost.tufts.edu\/celt\/?page_id=13639"},"modified":"2025-05-29T18:39:23","modified_gmt":"2025-05-29T18:39:23","slug":"supporting-international-students-in-a-challenging-and-changing-world","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/supporting-international-students-in-a-challenging-and-changing-world\/","title":{"rendered":"Supporting International Students in a Challenging and Changing World"},"content":{"rendered":"

In light of the current Administration\u2019s aim to prevent all international students from attending Harvard University in the fall, what might this mean for the Tufts international faculty, staff, and student community?<\/p>\n

What do we need to consider as we support our colleagues and students who may be experiencing a persistent sense of fear and uncertainty in the current and ever-changing socio-political landscape? Many of your international students and colleagues may be feeling unsafe, psychologically and physically. They may be considering whether or not they can visit family out of the country, and the potential consequences of doing this when they come back to the US. The suggestions below can be applied to students and are aimed at those of you teaching in any context; however, similar demonstrations of care, curiosity, and compassion can also be helpful to faculty and staff colleagues.<\/p>\n

    \n
  1. Acknowledge what is happening. Please do not ignore it. If you have international students in your summer classes, please reach out to them to check on their progress and how this may be affecting their ability to participate in classes and engage in the work of learning.<\/li>\n
  2. Please do informal check-ins with students. Occasionally asking students about their well-being, not just academically but emotionally, can help identify those in distress and guide them to appropriate support resources. This practice demonstrates care and attentiveness to students’ holistic needs.<\/li>\n
  3. Notice your students. You may notice changes in your students\u2019 class participation, attendance, and ability to complete work. Please reach out to these students sooner than later. During virtual or in-person office hours, share with them your concern and ask them how they are doing. Observe that something has shifted in their presence or work, and in a non-critical way, explore ways to support them.<\/li>\n
  4. If your students (or colleagues) share that they are feeling increased anxiety, panic, lack of sleep, inability to focus or complete tasks, hopelessness, and other symptoms associated with depression, validate their experiences and remind them of the services they can access at Tufts for mental health support.<\/li>\n
  5. Remind International students of all the supports they can access at Tufts, particularly the International Center<\/a><\/span>, which is an incredibly important and always up-to-date resource.<\/li>\n
  6. During classes, build in some breaks, offer opportunities for silent reflection, meditation, mindfulness, or breathing exercises. This helps to decrease anxiety and can create a sense of belonging and connection.<\/li>\n
  7. When possible, and within reason, build in some flexibility regarding deadlines for assignments. This can help students who are overwhelmed by developing events. Feel free to connect with the StAAR center<\/a><\/span> or CELT<\/a><\/span> for consultation regarding flexible deadlines- what to do and what not to do, that is in the best interest of your student.<\/li>\n<\/ol>\n

    Implementing these strategies can create a more supportive and responsive educational environment, helping students navigate the challenges posed by the current political climate.<\/p>\n

    If you need further resources or assistance in applying these strategies, feel free to contact us at CELT@tufts.edu<\/a>.<\/p>\n

    Additional resources to support all your students during challenging times.<\/b><\/h3>\n

    Guidance for Responding to Student Distress Following a Tragedy<\/a><\/p>\n

    Psychological First Aid Resources for Faculty in Higher Education<\/a><\/p>\n

    Guidance for Supporting Student Mental Health<\/a><\/p>\n

    University of Massachusetts Amherst \u2013 Center for Teaching and Learning<\/b><\/p>\n

    UMass Amherst<\/a> provides inclusive teaching practices to help international students thrive academically. These include creating inclusive syllabi, learning students\u2019 names, and fostering a sense of belonging in the classroom.<\/p>\n

    How Do I Support International Students In My Classes<\/a><\/p>\n

    Teaching International Students: Tips for Instruction<\/a><\/p>\n

    University of Connecticut \u2013 Center for Excellence in Teaching and Learning<\/b><\/p>\n

    UConn addresses challenges faced by international students, such as isolation and linguistic prejudice. The CETL<\/a> center provides resources for faculty to support international students, including tips for optimizing courses for students in different countries.<\/p>\n

    Teaching Non-native English Speaking Students<\/a><\/p>\n

    University of Vermont \u2013 Center for Teaching and Learning<\/b><\/p>\n

    UVM offers resources<\/a> for teaching international and multilingual students, including support from the Office of International Education, writing centers, and tutoring services.<\/p>\n

    Carleton College \u2013 Learning and Teaching Center<\/b><\/p>\n

    Carleton’s LTC<\/a> provides materials and resources to support international students, including writing support and well-being initiatives. The center also references materials from other institutions to enhance support for international students.<\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    In light of the current Administration\u2019s aim to prevent all international students from attending Harvard University in the fall, what might this mean for the Tufts international faculty, staff, and student community? 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