PROMOTING THE PSYCHO-SOCIAL WELL-BEING OF INTERNATIONAL STUDENTS THROUGH MINDFULNESS: A FOCUS ON REGULATING DIFFICULT EMOTIONS

Abstract

ABSTRACT This qualitative study explores the potential of a mindfulness programme for providing psycho-social support to international students in higher education. The article focuses on analysing the nature of emotional distress among students, how they regulate difficult emotions, and the effects of the mindfulness programme on emotion regulation. For this purpose, in-depth interviews were conducted with students before and after the mindfulness programme, and the weekly mindfulness sessions were observed. The study identified that stress, anxiety, anger, sadness, loneliness and insecurity were among the most difficult emotions experienced by international students. Through mindfulness, students improved in awareness of their emotions, learnt to relate to difficult emotions more constructively, and regulated negative emotions more effectively. Nevertheless, many suggested that they would have welcomed more attention to emotion regulation, as it was identified as a key challenge in their lives. These findings have important implications for the psycho-social well-being and academic achievement of international students.