Research Snapshot: Student well-being
Well-being of international and refugee-background students
Publication date: 15 June 2026
The Dutch organisation for internationalisation in education, Nuffic, conducted a literature review on the well-being of international and refugee-background students. The selection of studies included in this overview was based on a systematic literature review using pre-determined keywords and backward citation tracking (snowballing). The overview covers over 60 studies in both English and Dutch, mainly from the past 10 years and conducted in different contexts and countries, including the Netherlands, Australia, the UK, Germany, Hungary, the USA, China and Türkiye. International and refugee-background students constitute a significant share of the student population in the Netherlands: an estimated one-sixth, and generally report poorer mental health than Dutch students. By summarising international research, the study provides knowledge that can be translated to the Dutch and other national contexts.
Increase awareness of the challenges faced by international and refugee-background students helps us provide institutions and policymakers with scientifically substantiated advice.
Elli Thravalou
Elli is a researcher at Nuffic, the Dutch organisation for internationalisation in education. Using both qualitative and quantitative research methods, Elli focuses, among others, on mobility, wellbeing, and retention of international students in Dutch higher education. Prior to this role, Elli worked at Tilburg University as a Study Abroad & Exchange Coordinator, supporting students with their international experiences.
Cintia Denise Granja
Sarah van Kempen-Cullip
Key findings of the research:
- The literature shows that international and refugee-background students may face a wide range of linguistic, social-cultural, educational, health-related, practical and financial challenges that can influence their well-being. These challenges are often interrelated and range from insecurity in language proficiency to difficulties securing housing, which can influence students’ ability to participate meaningfully and succeed. Addressing these issues requires institutions to recognise the specific circumstances of these groups and strengthen support structures across academic, social and practical domains.
- The findings highlight opportunities for improvement. By investing in areas such as inclusive teaching, accessible mental health support and stable living conditions, higher education institutions, governments and other actors can help ensure that international and refugee-background students feel supported and are able to thrive.
- The literature review is the first part of a broader study. The second part will be published at a later date.
