Through navigating a variety of  situations as an international student, I’ve learned the importance of understanding my rights. When I first arrived in BC at Thompson Rivers University, I was informed of my rights, which catered to both international and domestic students.

During the pandemic, I struggled with my mental health. Constantly being stuck indoors severely impacted my social well-being. Post-pandemic, I found it challenging to interact with other people or be in public spaces, often feeling anxious. I tried to suppress these emotions, but it only made it worse, which led to panic attacks.

My friend Tawana noticed my distress and asked me if I was aware of the free student services offered by our university. At that moment, I wondered if it was already too late to seek the help that I needed. Tawana introduced me to university resources such as spiritual support from the chaplain and counselling sessions. I was initially apprehensive, but eventually, I gained confidence by consistently attending these sessions.

To my international student peers, I urge you to get familiar with the services and rights available to you at your university. Understanding these can enhance your educational experience. Don’t hesitate to seek help, even if you are unaware of these resources initially. There’s always someone who can support you.

Moving to a new place, especially a culturally diverse and vibrant one like British Columbia, is both exhilarating and challenging. As an international student who had never left Asia, I quickly realized the importance of both preparation and support upon arrival. These factors played a pivotal role in shaping my initial experience and overall integration into a new environment.

Before leaving for BC, I was grateful for the amount of helpful information available online. This, along with Adler University’s orientation program, was crucial in ensuring my smooth transition to Canada. The orientation program covered essential topics such as local Indigenous culture, academic expectations, international student visas, and social justice. This groundwork was instrumental for a positive start to my time in BC.

My school also offered a Student Ambassador Program, providing new students an opportunity to be mentored by senior students with  common interests or academic backgrounds. This program was particularly helpful as it connected us with mentors who had similar experiences and could provide practical advice.

Despite the available support, I still experienced some knowledge gaps. The orientation, while comprehensive, lacked specifics on local customs and traditions. For example, understanding coin values and the tipping culture in Canada was challenging for me. Including such details of daily life in Canada would help international students adapt more smoothly. Reflecting on my experience, I wish I had known earlier about the various support opportunities and local student organizations available to me. These resources would have eased my initial stress and facilitated community involvement.

To improve the future students’ experiences, I would suggest post-secondary institutions like Adler enrich orientation with specific information about local practices, shopping, and dining options. Often, what locals consider common knowledge is unfamiliar to international students.

In conclusion, while I was well-prepared upon arrival in BC, there is room for improvement. More information and refinement of existing support services could make the transition for incoming students smoother and less daunting.