Mental health experiences and associated factors among first-year international students in higher education: a scoping review

Abstract

International students face a range of challenges when adapting to life abroad, including separation from familiar support networks, academic pressures, and cultural and linguistic adjustment. The first year is a particularly important period, as experiences during this time can influence long-term well-being and academic success. This scoping review aimed to map existing research on the mental health and well-being of first-year international students and identify factors associated with their experiences. The review followed Joanna Briggs Institute methodology and PRISMA-ScR reporting guidelines, incorporating recommendations from Levac et al. Four electronic databases (MEDLINE, Embase, PsycINFO, and CINAHL) and reference lists of included studies were searched. Screening and data extraction were conducted using Covidence. Descriptive statistics summarized study and student characteristics and reported outcomes; associated factors were synthesized using content analysis. Twenty-seven studies focusing specifically on first-year international students were identified. Nine mental health concerns (e.g., depression) and three wellbeing experiences (e.g., general well-being) were reported, along with thirty-one associated factors (e.g., host language difficulties), with negative, positive, and inconsistent associations observed. This review provides an overview of the existing literature on first-year international student mental health and well-being and identifies key gaps to guide future research, including studies aimed at developing evidence-based support strategies.