The Emotional Well-being of Gulf Arab International University Students

Abstract

Background: The number of Gulf Arab students in the UK has been steadily increasing in the past years. Despite the increasing number of Gulf Arab students, little research has been conducted on their emotional well-being. This project, therefore, aimed to contribute to the existing literature regarding Gulf Arab students and the opportunities and challenges that they face in their host country. Furthermore, it sheds light on their perceptions towards seeking help when experiencing psychological difficulties and the coping strategies they used. Methodology: A qualitative design was adopted to elicit eight Gulf Arab students' experiences of studying in the UK. All participants were in full-time education, both undergraduate and postgraduate levels. Semi-structured interviews were conducted, participants had the choice to conduct the interviews in their preferred language (Arabic or English). The interviews’ transcripts were translated to English then analysed using thematic analysis. Findings: Analysis resulted in the development of five main themes: ‘Concerns before departure’, ‘Adjustment difficulties’, ‘Opportunities of being in the UK’, ‘Experiences and beliefs about seeking help’, and ‘Coping strategies’. Conclusion: The present research appears to be the first UK study to explore, in-depth, and from their own perspectives, how Gulf Arab international students experience studying in the UK. Furthermore, findings illustrate their negative perceptions towards professional and psychological help, as well as unveiling their own coping strategies. Gulf Arab students mostly utilise faith, social support networks, engage in activities, and ‘life coach’ support to cope with their difficulties. However, the findings of the current study have revealed that Western culture has made some Gulf Arab international students accept seeking psychological services when needed. Potential implications for counselling psychology and organisations reflect that more needs to be done to help Gulf Arab students to access psychological help when they need it. Policy changes in both home and host countries can make the transition undergone by the students smoother and the associated experience less stressful and disorienting. Limitations and suggestions for further research are discussed.

Date of Award	31 Dec 2022
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Terry Hanley (Supervisor) & Erica Burman (Supervisor)