In transnational education, student well-being is shaped by much more than access to counselling. A guest article by Dr Suzanna Tomassi says institutions need clearer responsibilities, more proactive support and pastoral care that reflects the realities of studying across borders, especially when students must navigate multiple systems, cultures and expectations. .
Key facts
- The article argues that well-being in TNE includes belonging, safety, confidence and connection, not only mental health support.
- Students may face visa, healthcare, housing, financial and legal challenges before they enter the classroom.
- Support can be harder to access when students do not know who is responsible for what across partner institutions.
- The piece says staff training, referral pathways and partner relationships are central to effective pastoral care.
- Family communication can matter in TNE, but institutions must balance it with student privacy and autonomy.
What does this mean for TNE students and partner institutions?
The article says TNE students may need more proactive support than students on a home campus because they often lack the same local support network. That can matter most at transition points, when uncertainty about housing, immigration, health services or academic contact points can affect confidence and participation.
For institutions, the practical message is to make support easy to find and easy to use. The article points to clear information, accessible contacts, local referral routes and staff who know when to escalate a concern. It also argues that partner institutions should agree who handles pastoral care, rather than assuming the other side will do it.
- Local partners may be best placed to notice changes in attendance or engagement.
- Awarding institutions may hold specialist well-being expertise and formal escalation procedures.
- Students benefit when both sides share responsibility and communicate clearly.
Why is well-being more complicated in transnational education?
Because students can be studying in one country for a qualification awarded by an institution in another, and sometimes living in a third, the article says they may need to manage three national contexts at once. That can affect practical matters such as immigration, healthcare, accommodation and legal systems, while cultural expectations can shape whether students feel comfortable asking for help.
The piece also notes that language challenges are not limited to formal proficiency. Students may struggle with accents, colloquialisms, professional jargon and cultural references even when their qualifications are strong, which can contribute to isolation or disengagement.
How should institutions respond?
The article recommends support ecosystems that combine human relationships, staff development and digital tools. It says pastoral care should not be reduced to an online service or a phone number hidden in a portal. Instead, institutions should make sure students know who to contact, staff know what to do next, and partners can act quickly when a student is struggling.
It also stresses that staff well-being matters, because academic and professional services colleagues are often the first to spot warning signs. Training, peer support, clear escalation procedures and regular communication are presented as important parts of the wider student support system.
Frequently asked questions
Should TNE students receive more support than home-campus students?
The article argues that in some TNE settings, yes. It says equity may require more proactive support because students studying across borders may not have the same built-in support network as home-campus students and may need extra help during transitions or when early signs of disengagement appear.
Who should be responsible for pastoral care in a TNE partnership?
The piece says pastoral care should be a shared responsibility. Local partners may be closest to students, while awarding institutions may provide specialist expertise and escalation processes. The key is to define roles and referral pathways clearly so students are not caught between institutions.
