Student action research project: Mental health services for international students 

In today’s rapidly evolving world, the unit BUSS4921: Managing Post-Crisis Through Action Research stands out by offering students a rigorous, hands-on approach to addressing contemporary social challenges. The unit focuses on applying Action Research methodology, where students conduct primary research—including surveys, interviews, and focus groups—to gather first-hand data for their projects. This practical approach is complemented by a strong ethical framework that allows students to publish their findings, if they choose, and ensure that their research is conducted responsibly. Through collaborative work with peers and the course coordinator, students develop actionable solutions to local problems and contribute to the Sustainable Development Goals (SDGs), ensuring their research and actions align with broader global sustainability objectives. 

We recently interviewed one of the student groups from the course who addressed a crucial issue: mental health services for international students. In this article, we share reflections from Aska Song, Candice Wang, Becky Huang, and Jade Zhuang on their project, providing insights into their action research process and the potential impact of their findings in supporting international students.  

What is your project about? 

Our project focused on researching the accessibility of mental health services for international students at the University of Sydney (USYD). Our objective was to identify strategies to address the barriers that international students face in accessing mental health services, to improve their wellbeing and to gain an understanding of cultural differences within the diverse community. 

How did you become interested in this topic?

We had two members in our group who were international students, and they themselves had personally encountered the challenges of inadequate access to mental health services at the University. Furthermore, considering that international students make up 44% of the student body at the University of Sydney and are at a higher risk of poor mental health due to a variety of factors, we believed it was necessary to research this topic.  

Is there a problem that you are aiming to address with this research?

Our research project aimed to address the inadequate access to mental health services at the University, recognising that international students often face unique challenges due to cultural differences, social isolation, and academic pressure. In the aftermath of the pandemic, we observed a drastic rise in mental health deterioration. Thus, we developed our research question:  

“What specific strategies can be implemented to improve the access to mental health services for international students at USYD, leading to enhanced wellbeing of international students and an understanding of cultural differences?” 

Guided by our research question, we hoped to identify practical and effective solutions that would not only improve the mental health facilities available but also foster a more supportive environment where students’ well-being is prioritised, and their diverse cultural backgrounds are respected.  

What does the literature tell us about this topic?

An analysis of the literature revealed the critical role universities play in supporting student mental health, particularly the unique challenges faced by international students. Cultural barriers and stigma are significant factors contributing to the underutilisation of mental health services among this group, as Western-centric approaches may not effectively address their diverse needs (Gopalkrishnan, 2018; Osborn et al., 2022). This underscored the necessity for culturally tailored interventions that acknowledge varying attitudes toward mental health and the impact of stigma. 

International students often face additional stressors, such as homesickness and culture shock, which increase their vulnerability to mental health issues (Mori, 2000). The literature also highlighted the value of peer learning and mentoring, which can provide social support and reduce feelings of isolation, thus improving mental health outcomes (Pointon-Haas et al., 2024). 

Considering these findings, our research focused on developing strategies to improve access to mental health services at USYD, incorporating culturally sensitive approaches and peer support systems to enhance international students’ well-being. 

How did you examine your topic?

Our team utilised Lewin’s Action-Reflection cycle from Stringer and Ortiz Aragón (2021, p. 36), employing the cyclical processes of “Look, Think and Act” at each phase of our project. For example, during document analysis we investigated data (Look), then brainstormed themes (Think), then tested our findings in our surveys, interviews and co-design workshops to develop a solution to our research question (Act). This iterative approach to our research enabled us to continually refine our understanding of the topic and, in response, develop beneficial strategies.  

We used quantitative and qualitative analysis methods, recognising their respective advantages in providing flexibility for participants’ responses and generating objective, numerical results (Barrett & Twycross, 2018; Sukamolson, 2007). Both approaches facilitated cross-checking of participants’ experiences with mental health services and enhanced the robustness of our research findings.  

Our research methods included document analysis, surveys, interviews, and co-design workshops. We reviewed current resources about our university’s mental health services, including strategy reports, initiatives, and policy guidelines. We surveyed thirty-five international students at USYD to understand their experiences with mental health services at the university. Our target group consisted of students from Asian backgrounds, and we used convenience sampling, considering the limited time of the project (Speak et al., 2018). We conducted two sets of interviews. Our first set of interviews was conducted via Zoom with officers of the Students’ Representative Council (SRC) International Students Collective at USYD. Our second set of interviews was with Sonder, a wellbeing, medical and safety app which international students at the University have access to. After analysing our findings, we organised an online co-design workshop where participants included the two SRC officers we interviewed previously and three international students from Asian backgrounds. During the workshop, we presented our draft solutions to the students and sought feedback for improvement. 

What did you find as a result of your Action Research project?

We found that our university not only offers mental health support on campus, like student counselling services but also collaborates with other organisations, such as Batyr, and digital platforms, like Innowell and Sonder, to facilitate mental health programs and meet the needs of international students (USYD 2020, 2024). However, despite the quantity and diversity of wellbeing services, only a few international students have accessed these services, let alone were aware of their existence of. From our survey, 31% of respondents had experienced mental health issues, however 58% of respondents had not used any support facilities on campus. Moreover, we found from the interviews that students knew little about existing mental health services, which was further evidenced by the low activation rate of Sonder. When inquiring about reasons why many international students have not accessed mental health services, many stated that they felt ashamed of communicating their issues and pointed out that current counselling services lack cultural considerations.

Are there any practical implications of your study?

Given our research findings and the advice we received in the co-design workshop, we came up with recommendations which included (1) frequent in-person workshops and (2) Q&A podcasts where panel speakers (industry experts, psychologists and university admin officers) freely converse with students on mental health and culture. 

We also recommended expanding our online services with the Sonder app to further tailor it to international students. Currently, USYD has a level 1 subscription with Sonder which offers student connection with USYD counselling services but does not include access to Sonder’s counsellors. We proposed that they upgrade to level 2 so that students can have more access to counsellors as well as reduced waiting time. Lastly, from our survey results, we proposed to expand the marketing strategies through frequent emails as well as social media about information and future events about the proposed workshops and podcasts. 

What was your experience in leading this Action Research project?

This was our first experience with Action Research, and at the outset, we had little understanding of what it entailed or how to effectively conduct such a project. However, with the guidance and support of our coordinator, Dr Dewa Wardak, we gradually gained the knowledge and confidence needed to complete the research project. 

Leading this Action Research project provided a rewarding, yet at times challenging, experience as the use of Lewin’s Action Research cycle enriched our understanding of both our research topic and the research process itself. Collaborating and communicating with a variety of stakeholders, including international students and mental health professionals, was incredibly insightful, as their perspectives elicited the importance of culturally sensitive mental health services and shaped the direction of our research.  

Any recommendations for others interested in using Action Research methodology?

For those interested in Action Research, we have two main recommendations: 

Be open to change: Be willing to adapt your methods and strategies based on what you learn throughout the research process. Flexibility and responsiveness will allow for more enriching outcomes. For example, before we sent our survey, we had a preconceived idea of how most respondents would answer, and this informed some of our initial strategies. However, our survey results did not match the anticipated outcomes, so we had to make changes to our methods and solutions.  

Patience and perseverance: It is easy to get stuck in one phase when we are doing action research, but if we remain calm and persist with working on the challenge, we can find various solutions. We invited various stakeholders for interviews, yet many had minimal interest in replying. Initially, this was very challenging, however we persisted through communicating with a wider network to find other stakeholders interested in our research. All in all, it worked out well.