Introduction
Over roughly twenty years, the population of international students in Canada underwent a remarkable tripling, reaching close to 600,000 souls (Canada Bureau for International Education [CBIE], 2018)·Opting for Canadian education, these global scholars ushered in fresh cultural perspectives and a boon of economic prosperity to the nation’s shores· As per the records of the Immigration, Refugees and Citizenship Canada (IRCC, 2019), a branch of the Government of Canada, the year 2018 witnessed international students contributing an estimated $21·6 billion to the country’s gross domestic product (GDP)· Such monumental fiscal contributions spurred the Canadian government to tailor policies aimed at enticing more international scholars·
However, amidst the struggle of Canadian universities to maintain student enrollments, the onset of the coronavirus (COVID-19) pandemic posed an additional challenge, exacerbating the recruitment and retention woes faced by Canadian academic institutions· This discourse posits that owing to their immigration status, international students found themselves in a more precarious position during this pandemic era· Nonetheless, despite the plethora of social work research delving into the repercussions of COVID-19 on individuals, families, and communities, these vulnerable international scholars remained largely excluded·
This blog endeavors to bridge this gap by delving into the pandemic’s impact on international students in Canada· By doing so, it not only informs our societal response to COVID-19 but also lays the groundwork for dealing with potential future outbreaks of infectious diseases· Moreover, it enriches our comprehensive understanding of how the field of social work can alleviate the ramifications of viral outbreaks and diseases at large·
Understanding the Mental Health Challenges
First identified in December 2019 in Wuhan, China, COVID-19 swiftly proliferated, wreaking havoc across every corner of the globe· At the time of drafting this essay, the worldwide tally stood at nearly 6 million confirmed cases, with the death toll surpassing 380,000 (Johns Hopkins University, 2020; World Health Organization [WHO], 2020)· Canada, too, grappled with the onslaught, reporting over 90,000 cases and 8,000 fatalities attributed to the virus (Health Canada, 2020)· These figures, staggering in magnitude, firmly establish the pandemic as the defining global health crisis of our era·
Despite the disease’s indiscriminate nature, targeting individuals irrespective of age, gender, or social status, specific demographics, such as older adults, low-income households, indigenous communities, and those with pre-existing health conditions, emerged as particularly vulnerable (WHO, 2020)· Curiously absent from the roster of vulnerable groups, however, were international students, whose immigration status rendered them susceptible to severe social and economic repercussions· In response, governmental initiatives primarily centered on medical interventions, vaccine development (WHO, 2020), and legislative measures such as ‘social distancing’ and ‘lockdowns’ to contain viral spread· Following suit, Canadian universities shuttered their campuses in a bid to mitigate the public health crisis·
Canada, in a display of empathy, extended emergency social and financial aid to its most vulnerable citizens, notably through programs like the Canada Emergency Response Fund (CERB), providing a semblance of economic stability and social support· Regrettably, international students, classified as non-permanent residents, found themselves excluded from these lifelines· Studies corroborated the precarious circumstances already faced by many international students, particularly those from developing nations, underscoring the dire consequences of measures like lockdowns and campus closures, exacerbating social and psychological distress. Personal testimonies echoed these sentiments, with one African student lamenting the abrupt closure of their university and subsequent financial strife, while another recounted the agony of being stranded far from home and facing financial hurdles exacerbated by sluggish international money transfers·
International human rights principles underscored the importance of equitable treatment, emphasizing that measures to safeguard public health must not discriminate against certain groups, including refugees and international students (Human Rights Watch [HRW], 2020)· Excluding international students from financial relief programs not only appeared callous but also contravened their fundamental rights· As international students navigated the uncertainties of the COVID-19 era, their reliance on universities and governmental support became paramount· How Canadian institutions and authorities addressed their plight during this crisis not only shaped their immediate well-being but also bore implications for Canada’s allure as a preferred study destination·
Difficulties Faced By International Students Due to COVID-19
Coping with a pandemic away from the familiar comforts of home presents a myriad of challenges· The COVID-19 outbreak, which swept across the globe, took a hefty toll on older individuals, who were deemed more susceptible to severe illness· The pandemic didn’t just disrupt individual lives; it suspended entire social landscapes· With lockdown measures in place, schools and workplaces shuttered their doors, thrusting people into a new reality where physical distancing became the norm· This shift prompted a reevaluation of social interactions and necessitated a transition to virtual means of communication and collaboration·
On the health front, stringent hygiene protocols, including frequent handwashing and mask-wearing, became essential tools in the battle against the virus· Economic repercussions were profound, with widespread job losses impacting individuals across various sectors, including international students who relied on part-time work to sustain themselves·
In the academic sphere, institutions swiftly pivoted to online learning modalities to ensure continuity of education· However, this transition posed unique challenges, particularly for practical subjects requiring hands-on experience· Despite these hurdles, many students and educators found solace in the flexibility and accessibility afforded by remote learning platforms·
Navigating these turbulent waters proved incredibly daunting for international students who went to study abroad· Concerns about financial stability, access to essential resources, and maintaining social connections weighed heavily on their minds· Yet, amidst the chaos, stories of resilience and adaptation emerged as individuals sought innovative ways to navigate the challenges posed by the pandemic·
Academic Disruptions Caused By The Pandemic
Amid the COVID-19 pandemic, students found themselves feeling isolated and out of touch· Online classes became a lifeline, offering a sense of community where students could connect with peers and teachers, share worries and find support· These virtual classrooms also provided a break from the constant barrage of negative news and pandemic-related stress·
However, navigating online learning wasn’t without its challenges· While some students were tech-savvy and adapted quickly, others struggled with the digital landscape· This digital divide widened even further for those without access to necessary devices or stable internet connections, disproportionately affecting students from less affluent backgrounds·
Security concerns also loomed large, with an uptick in online scams and attacks targeting academic institutions· Increased screen time brought its own set of health issues, from eye strain to sleep disturbances and muscle pain·
Engagement in online classes varied greatly among students, influenced by factors like class size and personal preference· Adapting to this new mode of learning was another hurdle, especially for those resistant to change or lacking suitable study environments at home·
Moreover, prolonged online classes could lead to boredom and distraction, exacerbated by the influx of pandemic-related misinformation circulating online· The shift to online evaluation brought its own set of challenges, while the mental well-being of students suffered from lack of physical support and increased stress·
Managing student expectations also proved tricky, with some seeking immediate feedback and others struggling to meet deadlines· Balancing these diverse needs and challenges remains an ongoing struggle for educators and students alike·
Responsibilities Of The DLIs During The Pandemic
During the COVID-19 pandemic, educational institutions hosting international students had to comply with their respective province or territory guidelines. Educational institutions implemented these guidelines to ensure that schools were well-prepared to handle the risks associated with the virus and were in compliance with the business resumption plans outlined by their respective governments. Additionally, schools were required to adhere to the guidelines and instructions issued by the Canadian government and local public health authorities.
For international students planning to study in Canada, the process typically involved receiving a letter of acceptance (LOA) from a Designated Learning Institution (DLI) in Canada· This LOA was a prerequisite for applying for a study permit from the Immigration, Refugees and Citizenship Canada (IRCC)· However, amidst the pandemic, the situation became more complex·
Schools on IRCC’s approved list of DLIs for reopening to international students have appropriate measures for their programs. These measures included ensuring compliance with the Quarantine Act and implementing protocols to manage the risks associated with COVID-19·
Suppose a student has received a Letter of Acceptance (LOA) from a Designated Learning Institution (DLI) that is not currently on the approved list. In that case, they can still begin their studies online if the institution offers this option. Suppose the DLI still needs to be approved for reopening due to safety concerns. In that case, students’ travel to Canada for in-person classes will be postponed by IRCC until the institution meets the necessary safety criteria and gets accepted for reopening.
In addition to the previously mentioned requirements, DLIs anticipated to have comprehensive plans to support international students during their transition. These requirements involved providing students with information and resources to better understand and comply with current health restrictions and guidelines. Whether students were living on-campus, off-campus or with host families, schools were responsible for ensuring that they were adequately informed and supported, especially during the mandatory 14-day quarantine period upon arrival in Canada·
DLIs were responsible for introducing international students to their new communities and available resources. This orientation process aimed to not only help students adjust to their academic environment but also to navigate the broader social and public health landscape of their new surroundings·
Coping Mechanisms and Resilience During The Outbreak of a Pandemic
Maintaining Well-being During Tough Times:
- Take Care of Basics: Make sure older adults have enough food, medicine, and masks, especially if they live alone·
- Stick to a Routine: Even though it’s hard, try to have a daily schedule· Watching TV shows or YouTube channels tailored for older adults can help, offering exercises, mindfulness, and music programs·
- Stay Active: Exercise is good for physical and mental health· Try new activities to keep the brain sharp· Even if we can’t exercise together, we can set goals and share progress online·
- Enjoy the Outdoors Safely: Going outside while keeping a distance from others can boost mood and provide much-needed sunlight·
Coping with Emotions:
- Manage Thoughts and Feelings: Loneliness and worry can be tough· Stay informed about the pandemic, practice relaxation techniques like meditation, and lean on friends and family for support·
- Watch for Mental Health Signs: Stress from the pandemic can worsen mental health conditions· Look out for symptoms like depression, anxiety, and trouble sleeping· Online tools can help assess your mental well-being·
- Seek Help When Needed: Don’t hesitate to reach out for professional help if you’re struggling· Make sure you have enough medication and consider online counseling services if face-to-face visits aren’t possible·
Conclusion
The COVID-19 pandemic has profoundly impacted international students in Canada, exacerbating existing challenges and creating new ones· Despite their significant contributions to the Canadian economy and academic landscape, many international students found themselves excluded from government aid programs, amplifying financial strain and social isolation· The transition to online learning brought its own set of challenges, from technological barriers to mental health concerns· Designated Learning Institutions played a crucial role in supporting international students, ensuring compliance with health protocols and providing resources for a smooth transition· Despite the adversities, stories of resilience and adaptation emerged, highlighting the importance of coping mechanisms and community support during times of crisis· Moving forward, addressing the unique needs of international students will be essential for fostering a supportive and inclusive learning environment in Canada.
FAQs
The pandemic exacerbated existing challenges and created new ones, leading to financial strain, social isolation, and academic disruptions for many international students·
No government aid programs, including CERB, covered international students classified as non-permanent residents.
International students faced difficulties such as financial instability, limited access to resources, social disconnection, and the transition to online learning·
DLIs are responsible for adhering to federal, territorial, and provincial guidelines, providing safety measures for international students, assisting them during their transition, and familiarizing them with health protocols and resources.
Recommendations include maintaining routines, staying active, enjoying outdoor activities safely, managing thoughts and feelings, watching for mental health signs, and seeking help when needed·
