IN FOCUS
Evidence, Echoes, Effects
Researcher and Editor:
Nicole Breiteneder
CUE NOTES:
Nicole’s volunteer role started in February and lasted till April 2026. This volunteer role supports CUE in listening to student voices about the transition from high school to studying abroad or entering a global education environment. Nicole helps distribute an anonymous peer survey within the SMIC Private School in Shanghai (Chinese: 中芯学校) and summarizes general themes from the responses. Nicole has written a diary about this experience; you can read it here. We thank Nicole for her dedication to this surveying process and appreciate her professionalism and thorough commitment.
The purpose of this volunteer role is to:
(1) Collect student perspectives on studying abroad and the transitional experience towards a global student life;
(2) Help CUE better understand students’ real concerns, expectations, and needs;
(3) Ensure future programs are informed by student voices.
Note: This work does not involve teaching, counselling, evaluation, or sensitive data collection.
This analysis examines survey data from 25 secondary school students planning to pursue higher education abroad. The findings reveal significant disparities between students’ confidence in certain preparation areas and their readiness for others, particularly regarding academic expectations and practical life skills. While students demonstrate strong social and emotional motivation for international study, they report substantial concerns about academic pressure, social integration, and daily self-sufficiency.
The survey captured responses from 25 students across grades 10 through 12, with the majority being Grade 11 students (20 participants, representing 80% of the respondent pool). Grade 12 students comprised 12% (3 participants), while Grade 10 students accounted for 8% (2 participants). A notable finding emerges from participants’ post-secondary intentions: all 25 respondents (100%) indicated they are planning to study abroad, with no respondents expressing uncertainty or disinterest in international education.
Q4: “Where do you currently get information to prepare for studying abroad? (Choose all that apply)”
When asked to identify their primary sources of information for study abroad preparation, students demonstrated a stronger reliance on interpersonal and informal channels over formal institutional offerings. The most frequently cited sources were:
Analysis:
Directly trusted individuals, such as instructors, family, and friends, are the most popular sources. This suggests that individual counselling has a greater impact than official information seminars or independent research. School workshops were notably underutilized, with only 32% of students (8 respondents) reporting attendance. This could mean: Students may not know about them; Workshops may not be frequent or convenient; Students prefer direct advice from teachers or family instead.
IMAGE 1: Screenshot of Nicole’s final report, Participant Overview; IMAGE 2: Data on Information Source
Preparedness Assessment Across Key Domains
Q5: How prepared do you feel in each of the following areas before going abroad? (1 = Not prepared at all, 5 = Very prepared)
Students rated their preparedness across six domains using a five-point scale, revealing notable variations in confidence levels:
Analysis:
IMAGE 1: Screenshot of Survey Question 5; IMAGE 2: Data on students’ Feelings About Preparedness
Q6: Which of these do you worry about most when you think about studying abroad? (Choose up to 3)
When asked to select their top three concerns about studying abroad, students identified the following as most pressing:
Top Concerns
Group the Concerns into Themes
Analysis:
According to the research, ambiguity and perceived pressure in foreign environments—particularly in areas where performance and adaptation are required—are the main causes of students’ anxieties about studying abroad. Being placed in a different academic and social setting can disrupt their usual support systems, making emotions such as stress, loneliness, or anxiety more likely to emerge. Without the immediate presence of family, friends, or familiar routines, students may worry about coping with pressure independently, especially when facing demanding coursework, cultural differences, or social integration challenges. These environmental changes can create potential threats to emotional well-being, such as social isolation, difficulty forming friendships, homesickness, and increased academic stress, all of which may intensify feelings of uncertainty.
IMAGE 1: Screenshot of Survey Question 6; IMAGE 2: Data on students’ concerns
Adult Understanding of Student Experiences
Q7: How much do you agree with this statement? “I feel like adults (parents, teachers) truly understand how I feel about going abroad.”
Students’ responses revealed a significant perception gap: only 4% of students (1 respondent) strongly agreed, while 32% (8 students) agreed, bringing the total of students feeling understood to 36%. The largest group, 36% (9 students), expressed neutrality, while 28% (7 students) disagreed. No students strongly disagreed.
Analysis:
According to the findings, many students feel that parents do not fully comprehend how they feel about studying abroad. The majority of responses are either neutral or disagree, with only a small percentage feeling fully understood. The significant neutral group suggests that students may have limited communication with adults or feel only partially understood. Furthermore, the percentage of disagree answers indicates a knowledge gap, suggesting that many students believe adults do not fully grasp their worries and feelings regarding studying abroad.
This pattern represents a typical experience in the late adolescent transitional life period, when students are starting to make independent decisions about their future but may still be unsure whether adults truly get their feelings and needs. This finding corresponds with previous research that indicates students who study abroad are concerned about social adjustment, emotional control, and academic pressure. Students may be hesitant to ask for advice or assistance if they believe that adults do not fully comprehend these issues, which could worsen feelings of stress or loneliness during the preparation process.
IMAGE 1: Screenshot of Survey Question 7; IMAGE 2: Data on how much students feel understood by their parents
Q8: In your own words, what is one emotional or personal challenge about studying abroad that you think schools should understand better?
(Short answer)
According to the feedback, students consider studying abroad as a significant emotional and lifestyle shift rather than only an academic change. Many answers emphasize worries about preserving emotional stability while adjusting to a new location, indicating that students expect stress from stepping away from comfortable friendships and negotiating strange social and cultural contexts. Students identify studying abroad with long-term expectations and responsibilities, as can be seen by other responses that highlight stresses related to future professions and the need for academic or financial support. Additionally, a number of replies imply that students believe schools may exaggerate their independence because it might be difficult to balance daily obligations and academics without fundamental life skills. These findings are important for parents and educational institutions because they demonstrate that kids may require more comprehensive preparation in order to successfully adjust to living abroad, not just intellectually.
Q9: Would you find it helpful if your school offered a structured learning experience about transitioning into global study life before you depart?
Student responses demonstrated substantial interest: a clear majority, 48% of students (12 respondents), answered affirmatively. An additional 40% (10 students) responded “maybe,” indicating openness to such programming. Only 12% (3 students) indicated no interest. The combined 88% of students expressing affirmative or conditional interest represents strong support for transition programming and suggests that institutional investment in such offerings would be well-received by the student population.
Q10: If yes, what types of support would be most valuable to you? (Select up to 3)
Practically all students chose practical life skills sessions, which is the strongest pattern in the data. This implies that students believe self-reliance—such as handling money, cooking, traveling, or balancing obligations—is where they are most lacking in preparation rather than academic understanding. There is a noticeable preparedness gap between expectations and students’ reported readiness, which is in line with earlier survey sections where students indicated concerns about combining academics and daily life and missing basic self-sufficient abilities.
The survey’s findings provide persuasive evidence for the usefulness of CUE’s Life Transition Series: Transition into Global Student Life, as many of the options chosen by participants align with the program’s primary objectives. Students expressed the most interest in peer conversation, cultural adaptation, and practical life skills, which fits previous findings that students are worried. By offering organized preparation that integrates cultural awareness, emotional introspection, and practical readiness for independent life, CUE’s program meets these same demands.
IMAGE 1: Data on Q9; IMAGE 2: Data on Q10
Question 11: What would make a school program like this trustworthy and useful to you personally? (Short answer)
According to the feedback, students are more willing to participate in transition support when it is included in peer environments or current school structures as opposed to being provided as extra or voluntary obligations outside of their regular schedule. The relatively significant preference for school clubs, peer groups, and advisory or homeroom sessions suggests that students choose environments that are comfortable, socially engaging, and already a part of their daily routine, which may lessen the barrier to participation. This pattern also relates to previous sections where students indicated that they were interested in discussing their preparations for studying abroad with their peers and sharing their experiences. That indicates that transition support may be most successful when provided in collaborative settings as compared to solely individual learning methods.
Section 5 — Integration into School Life
Question 12: Where would you most likely engage with transition support if offered at your school?
According to the feedback, students are more willing to participate in transition support when it is included in peer environments or current school structures as opposed to being provided as extra or voluntary obligations outside of their regular schedule. The relatively significant preference for school clubs, peer groups, and advisory or homeroom sessions suggests that students choose environments that are comfortable, socially engaging, and already a part of their daily routine, which may lessen the barrier to participation. This pattern also relates to previous sections where students indicated that they were interested in discussing their preparations for studying abroad with their peers and sharing their experiences. That indicates that transition support may be most successful when provided in collaborative settings as compared to solely individual learning methods.
Q13: How important is it that a transition support program is backed by research and psychological evidence?
Students’ views on the importance of research and psychological evidence in transition support programs revealed: the majority of students (72%, 18 respondents) consider evidence-based programming important, with 24% (6 students) rating it “very important” and 48% (12 students) rating it “somewhat important.” Neutral responses represented 20% (5 students), while only 8% (2 students) considered the evidence backing unimportant. This preference for findings-based approaches demonstrates that students value professional expertise and direction in transition support programs.
IMAGE 1: Data on Q12; IMAGE 2: Data on Q13
Q14: Anything else you want schools to know about how students experience the idea of studying abroad or becoming a global student life? (Open response)
Based on students’ suggestions, there are three primary requirements for studying overseas: cultural fit, emotional preparation, and career assistance. They want institutions to help develop resilience to deal with obstacles like feeling lost, offer helpful guidance on internships and employment prospects, and assist them in selecting places that align with their goals. These themes indicate that the best way for schools to help students have a successful experience is to combine evidence-based programming with individualized, practical, and emotional coaching.
Final Remark
