A step-by-step framework for building meaningful, inclusive support systems across academic, social, and professional spaces

Step 1: Start with Intentional Welcome

International students bring diverse knowledge, culture, and insight. How we welcome them signals whether we truly value that complexity.

☑ Reflect on:

• What does “welcome” mean in this specific context?
• Are students greeted with warmth, clarity, and curiosity, or just logistics?

✍ One way I can offer a deeper welcome is by ____________________________.

Step 2: Clarify Expectations and Reduce Guesswork

Systems often assume local knowledge. Offer transparency early and often.

☑ Review your materials and processes for clarity:

• Are academic norms explained in plain language?
• Is visa, housing, or financial info presented with empathy?

Area	Common Misunderstandings	Recommended Clarification
Academic Assessments	Grading criteria, citation norms	Give examples and explain terms
Social Norms	Communication styles, events	Create low-pressure introductions
Practical Life	Transport, banking, and phone setup	Share personal tips and guides

✍ One concept I’ll explain with more care is ____________________________.

Step 3: Co-Create Spaces for Connection

International students benefit most from relational environments, not just services. Connection builds trust and belonging.

☑ Ask yourself:

• Are students invited to shape social activities or share cultural insight?
• Is participation accessible regardless of language or schedule?

✍ To support meaningful connection, I will ____________________________.

Step 4: Make Language and Communication Inclusive

The way we speak and write reflects what (and whom) we prioritise.

☑ Review how communication is framed:

• Avoid idioms and culturally specific humour unless explained.
• Offer alternatives: written recaps, translated guides, and visual support.
• Provide space to ask questions without stigma.

✍ I’ll revise the phrase “__________________________” so it’s clearer for mixed audiences.

Step 5: Design with Feedback, Not Just for It

International students often feel that “support” is done to them, not with them. Change the dynamic.

☑ Consider:

• Have I invited students to review policies or resources before finalising them?
• Do I treat feedback as continuous and relational?

✍ One way I’ll invite students into the design process is by ____________________________.

Final Reflection: Moving Beyond “Support”

Support can sometimes imply deficit. What if we framed this work as mutual learning, transformation, and care?

✍ Instead of asking “how can we help?” I might start asking ____________________________.

Pop over to Gwenin for a selection of frameworks, or pop over to Spiralmore’s collections. You’re also welcome to explore our more relaxed corner: the informal blog.