Other Titles
Mental Health Experiences of Pakistani International Students in Canada: A Qualitative Exploratory Study [Title Slide]
Abstract
International students, particularly those originating from Pakistan, a nation situated in South Asia, encounter distinctive sociocultural, academic, and emotional challenges during their studies at Canadian universities. These issues continue to be inadequately researched. This exploratory-descriptive qualitative study examines the mental health experiences of Pakistani international students in Canadian universities using photo-elicitation to understand how they navigate academic, social, cultural, and personal difficulties and how these shape their well-being. Seven students, from master’s to doctoral levels, participated in in-depth interviews.
Three major themes emerged. The first adjustment to a new environment included five subthemes: (1) personal characteristics; (2) religious and cultural beliefs; (3) social support networks; (4) nature and seasonal changes as sources of joy; and (5) coping strategies for stress, reflecting individual approaches to managing daily pressures. The second theme, systemic factors affecting adaptation, captured intra-university challenges such as perceived inequities in awards, academic pressure, and unfamiliar lab work, as well as external influences including discrimination, racism, and verbal harassment. The third theme addressed barriers to seeking mental health support. Stigma and shame rooted in cultural norms created fear of judgment. Some participants doubted the usefulness of counselling and preferred practical solutions over talk-based approaches. Concerns about confidentiality, cultural and linguistic mismatches, and the absence of faith-informed care further hindered help-seeking. System-level issues—long wait times, limited-service hours, and inadequate outreach—reduced awareness of and access to supports. The study highlights key implications for nursing and academic settings. Nurses should recognize and build upon students’ protective factors while providing culturally responsive mental health support. Institutions must offer confidential, accessible services that reflect students’ linguistic, cultural, and faith-based needs. Broader trauma-informed, anti-racist, and equitable policies are essential to address structural stressors. These insights can guide nursing educators and administrators in creating inclusive curricula, advocacy efforts, and supportive frameworks that enhance mental health outcomes for international students.
Notes
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References:
Bekkering, G. E., Corremans, M., Gemignani, M., Gerber, N., Godderis, L., Kaewma, S., Khammathit, A., Steel, J., & Hannes, K. (2023). Culture-based prescribing to improve mental health: a scoping review protocol. JBI Evidence Synthesis, 21(8), 1679–1686. https://doi.org/10.11124/JBIES-22-00211
Costa, T. F. O., Sampaio, F. M. C., da Cruz Sequeira, C. A., Ribeiro, I. M. O. C., & de Oliveira Parola, V. S. (2020). Mental health first aid programs: A scoping review protocol. JBI Evidence Synthesis, 18(9), 2011–2017. https://doi.org/10.11124/JBISRIR-D-19-00292
Merry, L., Vissandjée, B., & Verville-Provencher, K. (2021). Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00678-0
Munar, E. M., Claro-Landingin, Q. K. C., & Rosal, G. C. (2023). Mental Health and Academic Performance in the New Normal. The Asian Conference on Psychology & the Behavioural Sciences 2023 Official Conference Proceedings. https://doi.org/10.22492/issn.2187-4743.2023.12
Sadry, A. M., Habibi, M. N., & Aslamyar, T. A. (2022). The Relationship Between Mental Health and Academic Achievement Of Students of the Faculty Of Education at Kunduz University. Spring Journal of Arts, Humanities and Social Sciences. https://doi.org/10.55559/sjahss.v1i10.57
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Philosophical Enquiry
Research Approach
Qualitative Research
Keywords:
Cultural Exchange Programs or Study Abroad, Public and Community Health, Stress and Coping, Mental Health of Students, Pakistanis, Canada
Recommended Citation
AliSher, Anila Naz; Meherali, Salima; and Park, Tanya, "Mental Health Experiences of Pakistani International Students in Canada: A Qualitative Study" (2026). International Nursing Research Congress (INRC). 202.
https://www.sigmarepository.org/inrc/2026/presentations_2026/202
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-08-24
Mental Health Experiences of Pakistani International Students in Canada: A Qualitative Study
Toronto, Ontario, Canada
International students, particularly those originating from Pakistan, a nation situated in South Asia, encounter distinctive sociocultural, academic, and emotional challenges during their studies at Canadian universities. These issues continue to be inadequately researched. This exploratory-descriptive qualitative study examines the mental health experiences of Pakistani international students in Canadian universities using photo-elicitation to understand how they navigate academic, social, cultural, and personal difficulties and how these shape their well-being. Seven students, from master’s to doctoral levels, participated in in-depth interviews.
Three major themes emerged. The first adjustment to a new environment included five subthemes: (1) personal characteristics; (2) religious and cultural beliefs; (3) social support networks; (4) nature and seasonal changes as sources of joy; and (5) coping strategies for stress, reflecting individual approaches to managing daily pressures. The second theme, systemic factors affecting adaptation, captured intra-university challenges such as perceived inequities in awards, academic pressure, and unfamiliar lab work, as well as external influences including discrimination, racism, and verbal harassment. The third theme addressed barriers to seeking mental health support. Stigma and shame rooted in cultural norms created fear of judgment. Some participants doubted the usefulness of counselling and preferred practical solutions over talk-based approaches. Concerns about confidentiality, cultural and linguistic mismatches, and the absence of faith-informed care further hindered help-seeking. System-level issues—long wait times, limited-service hours, and inadequate outreach—reduced awareness of and access to supports. The study highlights key implications for nursing and academic settings. Nurses should recognize and build upon students’ protective factors while providing culturally responsive mental health support. Institutions must offer confidential, accessible services that reflect students’ linguistic, cultural, and faith-based needs. Broader trauma-informed, anti-racist, and equitable policies are essential to address structural stressors. These insights can guide nursing educators and administrators in creating inclusive curricula, advocacy efforts, and supportive frameworks that enhance mental health outcomes for international students.
Description
This presentation explores the mental health experiences of Pakistani international students in Canadian universities. Using photo-elicitation, it highlights personal strengths, cultural influences, and systemic barriers shaping their well-being, offering insights for culturally responsive nursing support.