Mental health concerns are an important consideration in all aspects of education abroad programming. This resource provides study abroad offices and the faculty members they support with valuable insights into recognizing and addressing the diverse mental health needs of students while they are abroad.
Through a series of case studies, this resource explores a range of mental health challenges that students may encounter during their study abroad experience. Each case study delves into the specific challenges, their potential impact, and practical strategies for faculty support.
By reviewing these scenarios, study abroad professionals (including faculty) will gain a deeper understanding of how to:
- Recognize early signs of mental health concerns.
- Provide appropriate support and resources.
- Create a supportive and inclusive environment for all students.
This resource aims to equip faculty with the knowledge and tools to ensure that students not only succeed academically but also thrive personally and emotionally during their study abroad experience.
The resource is authored by the volunteer leaders who serve on the Education Abroad Knowledge Community’s subcommittee on Health and Safety in Education Abroad (2024):
- Daniel Kampsen, Chair, Drexel University
- Derek Smallwood, Colorado State
- Kim Priebe, University Of North Carolina at Chapel Hill
- Nicole Trevena Flores, Southeast Community College-Lincoln
- Tonya Veltrop, University of Missouri
- Molly Roe, Susquehanna University
Case Studies
Case Study 1: Anxiety/Panic Attack
You are on a tour of Paris, amidst the romantic charm and cobblestone streets, when a student steps away from the group. You go near to her, and she says that she suddenly felt the world closing in on her. She shares that she is overwhelmed by the language barrier, not knowing anyone in the group, and being away from family. She is in tears saying, “I don’t know if I can do this.” She has disclosed a history of anxiety but has forgotten her medications. What do you do?
What do you do?
- Separate the student from the group to check in with the student. Speak calmly and slowly. Assist the student through practicing relaxation techniques to help calm their mind and body.
- Provide the student water, or a snack (if interested) and get them to a cool location with air flow.
- Once they are not actively in a panicked state, continue the conversation.
- Ask the student if this has happened before – and if so what they did.
- Create a plan with the student to ensure they know what to do should this happen again.
- Ask that the student remain in close proximity to the instructor(s) to ensure timely response for future concerns.
- As able, consult with local professionals to see if it is possible to obtain her medications.
- Seek support as provided by home institution or host partner.
Case Study 2: Eating Disorders
One of your students has disclosed a history of eating disorders to you prior to your trip, but they that there haven’t been any episodes of disordered eating in over a year. During the program, you notice that they are not eating during your group meals. After talking with others, you find out that she skips most meals and if she does eat, it is only a couple of bites and alters the food (e.g., pulling cheese off pizza). This has negatively impacted her energy levels to participate in program activities. What do you do?
- The faculty member privately asks the student how they are doing, if they are finding foods that they like, how they are finding the activities.
- During the conversation, as able, address that you have noticed that they don’t seem to be eating much. Address concerns about diet – students could just not like what is being offered.
- May disclose that they are experiencing disordered eating relapse (unlikely to admit it in 1 single conversation, so continue to keep conversation lines open and non-judgmental).
- Try to plan for meals with the student if they need to alter their dietary restrictions.
- Remind the student of mental health resources if they want to talk to a professional and assist in securing mental health resources as available.
- Continue to check in daily with the student.
- The faculty member contacts home institution as outlined in policies to establish a plan for continued care needs
- Program continues as schedule
Case Study 3: Self-Harm
While on a program, you notice your student has been wearing long sleeves lately. It seems a little odd to you because the weather is too warm for long sleeves. Lately, he has been withdrawn and at times irritable. After one of the activities, he asks if there is a first aid kit so that he can wrap his arm in gauze. After securing a first aid kit from the on-site partner, he proceeded to wrap his left arm in a large roll of gauze from the wrist to the elbow as well as placing a large pad of gauze in the middle of his right arm. As they are doing this, you can see that he had visible scratches and cuts on his arm that spelled out "I'm Sorry". What do you do?
- The faculty member privately asks the student how they are doing.
- This should include asking specifically and in a non-judgmental manner about the visible self-harm, if they are having suicidal thoughts and if so, do they have a plan for acting on those.
- Assist in securing mental health resources for them to talk to a professional.
- If the student discloses suicidal thoughts with a plan – the student should be evaluated immediately by a mental health professional and should not be left alone.
- If student is not actively suicidal, mental health support should still be sought.
- Consider medical care as well, depending on the severity of the physical harm and its risk for infection.
- The faculty member contacts home institution as outlined in policies to establish a plan for continued care needs
Note: Faculty/Home Institution should already know what the resources are on-site related to suicidal ideation and any emergency numbers. Some websites provide contact information for local resources:
- International Association of Suicide Prevention https://www.iasp.info/suicidalthoughts/
- WhatsApp has a limited list: https://faq.whatsapp.com/1417269125743673
Other Considerations:
- Review and address students' medical/mental health concerns and medications before departure, ensuring proper management while abroad. Collaborate with on-campus Counseling Services to establish a clear plan for both students and instructors.
- Prior to departure- Health and Safety Training: Ensure that all traveling faculty members/staff/students complete mental health and safety training prior to departure. This training will better equip faculty to support students and handle any potential mental health-related concerns during the trip. This includes training in basic relaxation techniques, and in doing establish a common language for these techniques.
- Daily Check-ins: Whenever possible, check in individually with each student to assess their general experience, including their food and water intake, rest, stress
