Picture this: A student from a small village in Tanzania steps onto the bustling campus of a large university, halfway across the world. It’s a dream come true. But soon, the excitement of being admitted fades, replaced by an unexpected challenge – adapting to this brand-new environment. At the 2024 HALI Indaba, in Rwanda, I enjoyed many parts of the agenda, most of all the Learning Groups, where we had a crucial conversation: How do we truly support our students through adversity during their time in university? This question led to deep reflection and rich discussions among the Indaba attendees.

The journey to university is often seen as the pinnacle of success, especially for HALI students stepping into competitive institutions far from home. Yet, at the 2024 Indaba in Rwanda, we were reminded that getting in is just the beginning. The real test lies in adapting, thriving, and overcoming unforeseen struggles such as academic pressures, cultural differences, mental health challenges, and even dealing with crises back home. Despite the careful selection processes by counselors and admissions officers, many students still face significant hurdles after they arrive on campus.

Among these challenges, one of the most deeply personal and difficult to navigate is coping with loss while far from home. One of the most impactful conversations centered around how to support students who lose a loved one while studying abroad. A particularly moving example was shared about a university that, upon learning of a student’s loss, identified a trusted individual to deliver the news and arranged for the student to travel home to grieve. We reflected on the delicate nature of these situations, particularly when families choose not to inform students immediately or when financial aid packages do not include such support. Providing the right emotional and logistical support during these times is critical.

Beyond loss and grief, identity crises and mental health challenges also emerged as key themes, especially for HALI students adjusting to new cultural settings. One attendee shared how a student found stability by building a support system outside campus, spending weekends with a sponsor family and seeking guidance from a university counselor. Ashesi University has taken proactive steps in this area, offering mini-orientations specifically for HALI students. These sessions cover not only academic expectations but also life skills and financial apects, equipping students with tools to navigate their new environment.

However, mental health remains a difficult topic, particularly for students from backgrounds where seeking help is discouraged. We discussed how universities like Northwestern University address this by ensuring international students have access to mental health specialists and other support resources, as well as facilitating peer mentorship programs. Hearing from someone who has walked the same path can often make all the difference, which is why peer-to-peer support was recognized as a powerful tool. Another successful model we explored was the Equity Group Foundation’s “buddy system,” where peer mentors guide new students through university life. These mentors act as bridges between campus communities and incoming students, making the transition less overwhelming.

Despite these efforts, a difficult but necessary question arose during the small group discussions: When do we step back? What happens when a student, despite all available support, seems unwilling or unable to engage? This led to a candid discussion about setting boundaries and, in some cases, stepping back to encourage students to take ownership of their journey. It’s never about giving up on a student, but rather, knowing when to allow them the space to grow independently.

Finally, we explored how HALI Access Network member organizations can collaborate more closely by connecting students across different universities. Strengthening these links could create a wider safety net, one where students share experiences, uplift each other, and foster a sense of community, even when they are far from home.

This blog was written by Vivian Deus from The School of St. Jude, reflecting on insights from our learning group discussions at the 2024 HALI Indaba in Rwanda.

This year, the HALI Indaba will be held in Kenya, and we can’t wait to continue these important conversations, learning from each other and finding new ways to support HALI students. To learn more about the Indaba contact us at info@haliaccess.org.

See you at the 2025 HALI  Indaba!