‘Between Two Worlds’: How Psychologists Help International Students to Adapt in Russia
Language anxiety, crumbling of the usual ‘self’–practically every international student faces these and other challenges. On October 10, the World Mental Health Day, psychologists from HSE University-St Petersburg Tatiana Kazantseva and Ksenia Kashentseva shared how they help students overcome difficulties and adapt to life in a new country.
International Office organises unique social inclusion trainings for international students since 2024. They are led by psychologists Tatiana Kazantseva and Ksenia Kashentseva, who help students overcome psychological challenges and find their place in a new country. On World Mental Health Day, specialists uncover most wide-spread problems and share effective self-help techniques.
— What are the primary psychological difficulties international students encounter? What barriers prevent them from seeking psychological help?
— International students often face a complex range of psychological challenges. These include feelings of isolation that can turn into self-isolation, where students avoid social contact due to insecurity or cultural differences. Another significant issue is the disruption of their usual self-image: many were top performers in their home countries, but within the new educational system, they may feel ‘less capable’ than others. This can lead to disappointment, doubts about their choices, and feelings of obligation and shame towards family or sponsors funding their education. Social awkwardness and language anxiety further complicate matters, making it hard to express thoughts freely and build new connections. Even when students recognise the need for support, several barriers stand in the way of seeking help from a psychologist. The main obstacles include lack of awareness and stereotypes—students may not understand clearly what a psychologist does or may see seeking help as a sign of weakness rather than a form of self-care. Accessibility also plays a role: counseling sessions can be costly, inconveniently located, or perceived as ineffective. Finally, many students do not recognise which symptoms of depression, anxiety, or other disorders warrant urgent professional help. All these factors contribute to mistrust and delay in seeking assistance.
— What stages of culture shock do students experience? What aspects of Russian culture and society are particularly challenging?
— The adaptation process to a new country typically unfolds in several stages, as described by John Berry. First comes the ‘honeymoon’ phase—a time of excitement and fascination with everything new. This is followed by a crisis stage, where culture shock becomes most apparent as communication difficulties, everyday differences, and academic demands create significant stress. The next phase involves gradual adaptation, as students find ways to cope with new realities. Finally, integration occurs, when students can fully function in two cultures, blending their original background with the new environment. Regarding the specifics of Russian culture, challenges vary depending on the student’s country of origin. For some, the rigid hierarchy in education is the main barrier; for others, it’s the organisation of daily life or social norms complicated by language barriers and the nuances of Russian speech. Common challenges include perceiving significant social distance as coldness or indifference and encountering a lack of initiative in social interactions. If a student expects openness and constant personal interest from others, Russian everyday life can feel disappointing.
— What self-help strategies do international students commonly use during stressful times? Which are the most effective and adaptive?
— In stressful situations, students most often resort to simple but less constructive coping strategies such as self-isolation. While these methods may temporarily relieve tension, in the long run, they increase feelings of loneliness and hinder adaptation. The most effective strategies involve active engagement. For example, embracing intercultural exchange helps students view challenges as opportunities for growth. Paradoxically, participating in extracurricular activities can boost academic performance: the broader the social network, the higher the motivation and better overall well-being. Another important factor is ‘cultural blending’—having friends not only from their own country but also local peers. Observations show that having even one Russian friend significantly accelerates adaptation and reduces stress.
— What psychological support resources are available to students? How can the situation be improved now?
— Today, international students have access to several forms of support. First, there is additional assistance from curators, who can serve as the first point of contact in difficult situations. Second, HSE offers free psychological consultations both offline and online, including sessions with English-speaking specialists. Another valuable resource is intercultural training led by English-speaking psychologists. These sessions allow students to meet representatives of diverse cultures, including Russian peers, and gain knowledge about mental health and evidence-based self-help techniques. Beyond formal support, informal communication remains an important resource. Sharing advice, personal experiences, and useful contacts among international and local students helps foster a sense of community and belonging.