When I arrived in the UK to start my PhD, I felt confident in my academic ability. But nothing had prepared me for how unfamiliar the system would feel. My previous education had equipped me well with technical knowledge and structured learning, but the UK’s expectations around critical thinking and independent argumentation were new to me . I didn’t know how to access course materials or what a well-written academic essay looked like. I didn’t ask for help because I didn’t know where to start.
Later, as a lecturer at the University of Manchester, I saw those same patterns in my own students. Bright, motivated international students often kept quiet, unsure of what the University expected of them and reluctant to speak up. They were capable, but they lacked confidence in an unfamiliar system. That experience led me to co-author a recent study with colleagues, Dr Marianna Rolbina and Dr Siobhan Caughey, published in Studies in Higher Education.
We wanted to understand whether digital peer support could help students build confidence in the early weeks of university life. We asked second- and third-year international students to share short video reflections on their experiences. Then we showed these to new students from the same national background. The result was striking. Those who watched videos from co-nationals reported higher confidence in their language and communication skills. They didn’t just relate to the stories; they saw a version of themselves reflected back. That made them feel more able to speak, to ask questions, and to participate.
Academic performance didn’t change overnight, and we didn’t expect it to. But confidence in communication plays a crucial role in how students engage. It helps them connect, ask for support and take part in their learning. In other words, it’s the foundation for everything else.
That early sense of connection matters. Students don’t just need general advice. They need support that feels familiar, that speaks their language, and that makes space for the challenges they face. And they often need it before they feel confident enough to ask.
Universities work hard to support international students. But too often, support is formal, generic, and comes too late. Welcome Week is a start, but it’s not enough. The transition doesn’t happen in a week. Most students are still finding their footing well into the first term. They need a bridge between arriving and fully engaging with their studies.
Digital peer support can help build that bridge. It’s low-cost, flexible, and easy to scale. It reaches students who might never attend a workshop or sign up for a mentoring scheme. And when done well, it avoids the risk of isolating international students by treating co-national support as a starting point, not an end point.
As a former international student, I know how hard it can be to ask for help in a new system. As a lecturer, I see how powerful it can be when students feel understood. Giving them the chance to hear from someone who has faced the same challenges is a simple, effective way to build confidence.
If we want students to succeed, we need to create systems that listen to their needs and reflect their realities. Peer support works best when it feels personal. And sometimes, hearing “I’ve been there too” is all it takes to help someone find their voice.
Mina Rezaeian is our Lecturer in Sustainability and Strategy.