Exploring the Psycho-social Well-being among International and National Students: A Scoping Review of Evidence and Interventions

Abstract

The results of a recent, inherently multidisciplinary body of research on happiness and human well-being are presented in this study. International evidence is the main emphasis of the article. We present the trends found in current data, talk about what has and has not been conclusively shown, and provide ideas for future study directions. In the future, we anticipate that this line of inquiry into the social sciences will progressively blend with a corresponding body of literature on biomarkers and health from the biological, epidemiological, and medical disciplines. However, we anticipate that intellectual convergence will occur gradually. International student enrolment has increased as a result of higher education's globalisation, especially in fields connected to health. These kids often deal with difficult emotional, cultural, and intellectual obstacles. The special psycho-social requirements of overseas students are still not well understood in institutional mental health discourse and support systems, despite their increasing numbers. The goal of this secondary data analysis is to compile the body of knowledge about foreign students' psycho-social wellbeing, with an emphasis on those pursuing careers in health. By examining coping techniques, institutional interventions, and recurrent stresses, it provides evidence-based insights to guide support tactics in both academic and clinical settings. With an emphasis on global data, this article offers insights from an expanding corpus of multidisciplinary research on happiness and human well-being. It highlights common trends in recent data, makes a distinction between discoveries that have strong evidence and those that are still up for debate, and suggests important avenues for further study. We predict that this social scientific conversation will gradually merge with concurrent advancements in the biological, medical, and epidemiological sciences—especially with regard to biomarkers and health outcomes. It is anticipated that this multidisciplinary integration would, nonetheless, develop gradually over time. Using nine academic databases, a thorough scoping study was carried out based on the Joanna Briggs Institute (JBI) approach. After screening peer-reviewed research published between 2005 and 2022, 53 papers were found to be suitable. Key topics pertaining to psychological stress, coping mechanisms, and systemic reactions were extracted using thematic analysis. Language hurdles, identity negotiation, financial limitations, and the demands of clinical training are some of the main obstacles experienced by overseas students. Even academically qualified3s3tudents often lack the social and emotional support necessary to succeed. Promising interventions included culturally responsive pedagogy, mindfulness programs, and well-being frameworks grounded in positive psychology. The well-being of international students transcends academic metrics and requires a comprehensive, student-centered approach. Institutions should integrate mental health literacy, inclusive pedagogies, and culturally attuned mentorship to cultivate resilience and belonging. This review emphasizes the imperative for universities to evolve into supportive ecosystems holistic needs of diverse students.