The impact of COVID-19 on the well-being of Chinese international students at University of Manchester

Abstract

Background and aims: This research aimed to explore the subjective lived experiences and well-being of Chinese international students in the UK during the COVID-19 pandemic. Chinese international students may experience various challenges when studying abroad, including cultural differences, language barriers, and feelings of isolation. The pandemic exacerbated some of these existing challenges while also presenting unique difficulties. Methodology: A qualitative research design was employed to explore participants' experiences and well-being during the COVID-19 pandemic. Semi-structured interviews were conducted via Zoom with twelve Chinese international students studying at the University of Manchester during this period. All interviews were conducted in Chinese, and the data was analysed using reflexive thematic analysis. Findings: Analysis of the data led to the development of four main themes and 18 sub-themes. The main themes are: (i) worries about health, family, career development and discrimination; (ii) confusion and new perspectives caused by mixed messages; (iii) unique/magnified challenges; (iv) being (dis)connected. Discussion: This study provided detailed insight into the subjective experiences and well-being of Chinese international students during the COVID-19 pandemic. Key experiences (e.g., worries, discrimination, confusion, developing new understandings and perspectives, flight and quarantine in China, and feelings of disconnection) were highlighted and discussed within the context of the broader literature. The study identified factors that hindered and supported students' well-being during this period. Furthermore, the findings were analysed through the bio-psycho-social lens to provide a comprehensive theoretical framework for understanding these complex experiences. Finally, the current study acknowledged its strengths and limitations, considered implications for UK universities and the counselling psychology profession using this same framework, and provided suggestions for future research.

Date of Award	13 Oct 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Andre Etchebarne (Co Supervisor) & Terry Hanley (Main Supervisor)