Beyond the Classroom: Supporting Belonging and Wellbeing for International Students

Misook Kim Rylev, International Student Director, Rosmini College

Misook Kim Rylev is the International Student Director at Rosmini College, New Zealand. Drawing on her experience as a former international student, education agent, government agency member and school representative” as well as extensive travel across Europe and Asia and life within an international family” she brings a deeply people-centred and culturally responsive perspective to international education. Her work is guided by curiosity, empathy and a commitment to supporting international students throughout their entire journey, from arrival to long-term success.

For many international students, engagement is not something that begins and ends in the classroom. It often shows itself quietly in the confidence to ask a question, the relief of finding a familiar face or the gradual comfort of feeling at home in a new place. When students feel that they belong, engagement tends to follow naturally.

Belonging grows through everyday interactions built on trust, consistency and care. Clear communication, supportive adults and welcoming peer relationships all help students settle into a new environment. For international students, their experience outside school hours particularly within homestay settings can be just as influential as their time in class. Feeling welcomed, understood and respected at home creates a foundation for wellbeing and learning.

My approach to international education has been shaped by seeing the journey from different perspectives. I was once an international student myself and over time, I have also worked as an education agent, within a government agency and as a school representative. These experiences have continually reminded me of the importance of empathy of pausing to consider how each decision might feel from a student’s point of view.

Pastoral care and community support play a quiet but powerful role in shaping students emotional well-being. When students know there are people who will listen without judgement, guide them gently and offer reassurance, they become more willing to take academic and social risks. Emotional well-being and engagement are closely connected. Feeling supported allows students to participate more fully, persevere through challenges and develop resilience over time.

“For international students, their experience outside school hours particularly within homestay settings can be just as influential as their time in class.”

Supporting international students is a shared responsibility that extends beyond the school itself. Close collaboration with agent partners and parents plays an important role, particularly in the early stages of a student’s adjustment. Agents are often the first trusted point of contact for families, while parents continue to provide emotional reassurance as students grow in independence. Open, respectful and regular communication helps build trust and alignment, allowing students to feel secure, supported and confident as they settle into their new learning environment.

Helping international students settle into a new school and community is rarely the work of one person or one program. It takes time, patience and shared responsibility. While student ambassadors provide valuable peer support, meaningful care often comes from many small interactions across the school day. In this sense, it truly takes a village to raise a child. When teachers, support staff, local students, homestay families and leadership each contribute often in simple, everyday ways students experience a sense of consistency and belonging.

Open and regular communication across the school community helps ensure students feel supported both academically and personally. As confidence grows, students become more willing to engage socially, form friendships and navigate challenges independently. At the same time, local students benefit through increased cultural awareness, empathy and shared learning.

Social integration is most effective when it feels natural rather than forced. Encouraging international students to take part in a wide range of activities such as sports, interest-based clubs, volunteering and school-led connection programs creates opportunities for genuine interaction. These shared experiences allow relationships to form organically and help students feel part of everyday school life.

Maintaining cultural identity remains just as important as integration. Students should never feel they need to leave their culture behind in order to belong. Living and studying in another country also offers an opportunity to learn about the local context. Gaining an understanding of Kiwi values, everyday life and Aotearoa New Zealand’s bicultural foundations, including Māori culture, supports international students in developing respect for the place they are living. As visitors, students and often future workers or residents, this awareness helps them grow into thoughtful, globally minded individuals.

Understanding whether support efforts are making a lasting difference goes beyond numbers. While participation and retention provide useful insights, the most meaningful signs are often quieter students confidence, openness and ability to advocate for themselves. Ongoing reflection and dialogue among staff, leadership and homestay families help ensure that support continues to evolve alongside student’s needs.

Ultimately, supporting international students is less about programs and more about people. When schools create environments grounded in care, trust and shared responsibility, students are given the space not only to adjust but to grow with confidence, purpose and a sense of belonging.

Sports