According to National Geographic, rice is a food staple for more than three billion people worldwide. It has been cultivated in Asia for thousands of years, but many are still divided about its benefits, with some claiming that it is a “” that causes weight gain.

This versatile and affordable grain, however, can be a��. Carbohydrates contain��, an important source of energy for the body. Unprocessed rice is also ��– which is good news for those with celiac disease. It is important to note that there are more than 40,000 varieties of rice available, and each type has its own pros and cons.��

Even white rice has its perks – it is high in����(also known as vitamin B-9), the vitamin that aids red blood cell formation and healthy cell growth and function. Wholegrain rice, however, is considered a�����DZ�پ��Dz�.

In general, wholegrains can����by promoting good blood flow to the organ system, especially the brain. But should wholegrain rice be considered good brain food? Here’s what we know:��

This zero-cholesterol wholegrain is as nutritious as it is delicious. Source: Shutterstock.

Is rice good brain food? Here’s what science says

Brown rice

Brown rice may help with��, has����and can reduce one’s overall risk of neurodegenerative disorders. But here’s what people don’t know about consuming brown rice: it can improve cognitive performance. A����in 2016 found that germinated brown rice protects the brain from oxidative stress, which is beneficial for those at risk of contracting diseases like Parkinson’s or Alzheimer’s.

The lesser-known cousin of the wholegrain family – red rice. Source: Shutterstock.

Red rice

The red pigment found in red rice is actually because of its����content, a compound that exhibits strong antioxidant activity.����— molecules that fight free radicals in your body — help prevent diseases such as diabetes, heart disease, and even cancer.

If you’re wondering whether the colour red benefits the blood in your body in any way, you are right: red rice is��, and consuming it daily can help in absorption of oxygen. Just a small cup of red rice can already fulfil three percent of your daily iron requirement, doing wonders for people who suffer from anaemia. Healthy blood flow translates to better oxygen flow, improved breathing, and brain functioning.

Black rice is packed with antioxidants, making it effective in combating diseases such as Alzheimer’s. Source: Shutterstock.

Black rice��

Commonly known as “forbidden rice”, black rice also has high anthocyanin content. This potent antioxidant is the same phytonutrient responsible for giving blueberries — another example of a brain food — their deep blue hue.����notes that black rice has a higher anthocyanin content than black and blue berries, making it more effective in combating oxidative stress in the hippocampus – the part of the brain that is under attack most with diseases like Alzheimer’s.��

Found in northern Minnesota, real wild rice is harvested by hand and dried over fire. Source: Shutterstock.

Wild rice

Arguably the����weight watcher, wild rice is also known to promote��. Filled with a number of B vitamins, wild rice helps increase metabolic function (how cells obtain energy) the way white rice does. Since the area that demands the most energy is the human brain, maintaining proper levels helps the brain function at maximum capacity.��

Whether you’re preparing for an exam or looking for good brain foods to add to your diet, give one of these wholegrain rice options a try.��

Its unique mission is to fuse engineering skills with training in the analysis of complex systems for food, agriculture, energy, and the environment. The innovative combination has cemented the department’s stellar reputation as one of the US’s finest. Having just celebrated its last year, it is also one of the country’s most historic.��

The ABE’s small size further adds to its appeal, ensuring every learner from near or far is guaranteed a personalised, engaging, and collaborative journey to the forefront of spearheading a healthier, more abundant world. “We are the second smallest engineering major on campus which allowed me to experience a small community within a big college, which is very unique for engineering students at Illinois,” confirms ABE senior Fina Healy.��

The journey begins with an underlying drive to achieve interdisciplinary excellence. Daniela Markazi sought to merge her passions for robotics, engineering and computer science with her natural knack for biology, environmental science and sustainability. ABE’s was designed for such curiosity.��

It answers burning questions by providing boundless opportunities for high-impact learning experiences such as hands-on research with the Integrated Bioprocessing Research Laboratory or the Illinois Autonomous Farm; design competitions; entrepreneurial activities; study abroad excursions; and much more. As many as 91% of students reported undergoing an internship or co-op during their degree programme.��

Four out of five ABE students work, volunteer, or take on internships. Source: ����vlog���� of Illinois at Urbana-Champaign

Markazi did too — but that’s not all. Apart from serving as president of the Student Chapter of the American Society of Agricultural and Biological Engineers; she studied abroad thrice, helping out with the Hurricane Maria disaster relief and resilience initiatives in Puerto Rico; she designed and created a robot called “The Agrobot,” based on real-life agricultural robots; and she developed and taught her very own computer science class — all while an undergraduate.��

An extensive, illustrious CV made it all the easier for her to land her role as a robotics engineer at intelligent machinery firm John Deere. However, she didn’t let her career stop her from advancing her newfound skills at the university she knows and loves. Today, Markazi is back at her alma mater, en route to doctoral success with a PhD in Informatics.��

“Right now, as a PhD student, I can still see how ABE has positively impacted my life!” she enthuses. “I am proud to be a part of this university, and I’m especially proud to be an ABE graduate.”

Dr. Jamison Watson’s academic background made him a better fit for the — an option he knew would perfectly complement his “ever-changing” research interests. Even before completing the qualification, Watson began setting his sights on a .��

The plan proved fruitful. Whilst a doctoral student working in the research lab of Professor Yuanhui Zhang to explore turning biomass into fuel, he received a Schmidt Science Fellowship. The prestigious fellowship has allowed him to work at MIT as a postdoctoral fellow, conducting research using microbial electrolysis cells to convert toxic compounds in wastewater into more benign substances — an outcome he believes wouldn’t have been possible without the PhD degree in ABE from Illinois.

“Through the ABE MS and PhD programmes, I developed a holistic and comprehensive skill set that combined theory and practice,” he says. “Overall, they provided me with an unprecedented level of scientific rigour, intellectual curiosity, and personal freedom, which were instrumental to finding a job upon graduation.”��

ABE prepares you to contribute to the technological advances that better society through sustainable food and energy. Source: ����vlog���� of Illinois at Urbana-Champaign

Those focused on employability might prefer looking into the ABE’s . The business-integrated programme was designed to prepare learners for lucrative careers in the bioenergy life cycle — from feedstock supply to biofuel transportation and distribution.��

Meanwhile, the programme merges technology with management in a systematic approach. It prepares students for technical and leadership careers in managing agricultural and biological systems.��

While all are fulfilling pathways to a PhD in ABE, those without graduate qualifications aren’t out of luck. At this dynamic department, doctoral excellence is an option for outstanding BS graduates as well. The best part? They will be guaranteed a funded appointment which includes a full tuition waiver, a partial fee waiver, and a stipend in their first five years of enrolment.��

To discover the role you can play in bettering society through sustainable food and energy, about the Department of Agricultural and Biological Engineering.��

Follow the ����vlog���� of Illinois at Urbana-Champaign on , , , and , and the Department of Agricultural and Biological Engineering on and

Dr. Timothy Richards is a professor in the at W. P. Carey School of Business at . He has studied the pandemic’s , overall food supply chains, the loss of food service channels, the long-term implications of the market becoming more digital, among other topical issues. And what did he find? That regardless of the world’s steady return to normalcy, the need for a more robust agribusiness system will remain.

Agribusiness professionals are at the forefront of developing and implementing better industry practices. Currently, the field accounts for over 50% of the global economy, employing 25% of Americans that bring food from the farm to the global table. The food industry itself employs one in six people across the country.

On a global scale, agribusiness is an industry with growing opportunities. The World Bank that population growth, changing appetites, and rising food demand are fueling growth in the food and agriculture sector.

The Morrison School of Agribusiness at ASU — where Professor Richards educates — has made it its mission to prepare students to launch exciting careers in one of the most essential sectors of the global economy.

Their undergraduate programmes feature experiential learning and a core business curriculum. This helps students with a genuine interest in the food industry to succeed in any food-related job or enterprise.

While there are opportunities in the food sector, higher education can provide immediate value to students looking to carve themselves successful careers in the field. “So many people in the food industry ,” says Professor Mark Manfredo of the Morrison School of Agribusiness. “They start out young and work either in a food retail, restaurant or food service establishment.”

Upon progressing into management positions in these establishments, however, it becomes challenging to grow without the right qualification that will equip them with knowledge and skills needed to excel in their jobs and take their careers to the next level.

The BA Food Industry Management programme’s online option makes it possible for students to learn independently and at their own pace. Source: Arizona State ����vlog����

programme was designed to improve students’ chances of success. It enables students to gain the skills and experience needed to pursue a career in purchasing and procurement, food supply chain management, wholesale and distribution, logistics, commodity trading and export, and food marketing.

This is done by exposing students to a wide range of comprehensive courses, including Commodity Futures and Options Markets, Food Advertising and Promotion, Food Product Innovation and Development, Food Retailing, Food Supply Networks, Fundamentals of Finance, Global Supply Operations, International Management and Agribusiness, Introduction to Agribusiness, Marketing and Business Performance, Organisation and Management Leadership, and Strategic Pricing in Food Markets.

In speaking about the programme, Associate Professor Renee Hughner explains that Agribusiness provides students with a competitive advantage. “Our students graduate with strong knowledge of business fundamentals – they take their core business classes in marketing, management, economics, finance, and accounting and build on those foundations in the context of food.”

“The perishability of food presents new challenges regarding supply chain logistics; the unpredictability of weather affects commodity prices and goods sold; labor shortages in the industry provide unique management��challenges; and produce and fresh foods��present opportunities to transform commodities��into trusted brands.��These are just a few of the types of issues agribusiness students are prepared to face.” She adds.

The programme’s online option makes it possible for students to learn independently and at their own pace. Every student benefits from gaining access to the same resources. They receive expert guidance from the same faculty members conducting classes and supporting students on-campus.

“We’re very passionate about the food industry,” says Professor Manfredo. “All of us have chosen our path of research because we truly have a genuine interest in the food industry. I think that’s really a benefit for the student that’s going to be taking our courses.”

Learning from faculty who have their finger on the pulse in the food industry has benefited the School’s students, including BA Food Industry Management alumni Shannon Anderson. His newfound knowledge and skills helped him land the role of private label manager for Sprouts Farmer Market. Today, he is a VP for Sales and Marketing at Ice Box Foods.

He credits his success to his ASU degree, which taught him the four P’s of marketing: product, price, placement, and promotion.

“I select the product, I work on pricing strategies, I work on placement — how to get the product to the consumer in the best possible way — and I work on promotional planning,” he shares. “That’s basically, in a nutshell, what my job is; and I learned all of that on the first day at ASU — and it’s something I’m gonna use for the rest of my life.”

Follow Arizona State ����vlog���� on , , and

Feedback is centred on giving information about actual performance against set requirements. Good feedback enables people to learn from both successes and weaknesses in performance.��Focusing only on people’s shortcomings does not help learning, but hinders it. Bad feedback can be c.

An earlier review found one feedback intervention out of every three actually decreased performance. Postgraduate students’ experiences of feedback from research supervisors mirror employees’ experiences of feedback from managers.

Our analysis of the past decade of academic literature on feedback to postgraduate research students confirms the problem is widespread.��And large numbers of people are affected. Australia has more than 66,500 higher degree research students. In the US, 55,703 doctorates were awarded in 2019.

Poor feedback to such students leads to a negative experience. But there is not one feedback strategy that works positively for all situations.

Effective feedback is built on a relationship of trust, with the supervisor often likened to a ‘critical friend’.

Effective research supervisor feedback is essential, but there needs to be a relationship of trust, with the supervisor often likened to a ‘critical friend’. Source: Shutterstock

Research supervisor feedback: What are the common problems?

Our study found the problems in giving and receiving feedback related to content, process, people and expectations.

Low-quality feedback with inadequate information or vague content from managers does not lead to better work performance. Equally, managers and supervisors need to find a good balance between overwhelming their supervisees with too much feedback and not providing enough or infrequent and delayed feedback.

Feedback does not stand alone – it is part of the broader relationship between supervisor and supervisee. A lack of trust is harmful for the giving and receiving of feedback.

Feedback is a two-way process between the giver and receiver – both parties contribute to the experience. Some individuals actively seek feedback. Others try to avoid it at all costs.

Not all feedback receivers are willing to take feedback on board. On the other hand, many feedback givers lack appropriate feedback skills or awareness of their own style of feedback, including its timing and tone. Often, feedback is less than effective because of a mismatch of expectations between givers and receivers.

Source: Chugh et al, Supervisory feedback to postgraduate research students: a literature review (2021). Image: Shutterstock, Author provided

The need for a ‘critical friend’

Providing effective research supervisor feedback is essential to improve learning and performance. Managers and research supervisors continually give and receive feedback. But, before giving feedback, supervisors should manage expectations and negotiate supervision arrangements. These include how often and when to give feedback, as well as the length and depth of feedback content.

In all organisations, supervisors should aim for a positive supervisory relationship. Such relationships are based on trust, respect, open communication and shared meaning.

Supervisors’ style of feedback often parallels their own experiences, whether it was helpful or not. As feedback can often be misunderstood, supervisors should critically reflect on their feedback style so it becomes a satisfying two-way process.

Constructive regular feedback should highlight both strengths and weaknesses. It should also suggest improvements. Fifty-seven percent of employees prefer to hear corrective feedback that provides suggestions for improvement and points out things that weren’t done optimally.

So, supervisors can assume the role of a “critical friend” who is encouraging and supportive but provides candid feedback on performance.

Using technologies such as videoconferencing, messaging, social media and email can help in providing timely feedback.

Our review sums up the research findings on the characteristics of effective feedback as:

“suggestive and constructive, brief, frequent and regular, actionable, specific and tailored, explicit, honest but empathetic and tactful, formal, supportive and encouraging, advising, appreciative and respectful but critical”.

Source: Chugh et al, Supervisory feedback to postgraduate research students: a literature review (2021). Image: Shutterstock, Author provided

A 3-way process of improving feedback

Improving the feedback environment can lead to benefits that include higher work satisfaction. For example, in higher education, the triad of institutions, supervisors and students/supervisees can all help improve feedback processes. The same is true of the triad of the organisation, supervisors/managers and employees in other workplaces. Each has a role to play in making feedback effective.

Institutions and organisations can provide administrative, technical and financial support to supervisors. Training, mentoring and personal development opportunities can help both supervisors and supervisees succeed.

Supervisors need to engage in professional development, regularly communicate with their supervisees, be culturally sensitive and use a blend of the previously outlined feedback strategies.

Supervisees should develop reflective skills and engage critically with feedback as integral to their learning and improvement.

No ‘one size fits all’, but key principles apply

Every supervisory relationship is different. However, developing a constructive feedback culture is critical. In the supervisor-supervisee relationship, lessons need to be learnt from problems in the process, and a mix of positive feedback strategies can be adopted.

As our study shows, there is no “one size fits all” approach to providing feedback. Ultimately, supervisors and managers should ensure feedback is supervisee-centred, focuses on improvements and is actionable.

By , Senior Lecturer – Information Systems and Analysis, CQ����vlog���� Australia; Bobby Harreveld, Professor and Director, Centre for Research in Equity, Advancement of Teaching & Education (CREATE), CQ����vlog���� Australia, and , Senior Lecturer in Strategic Management, CQ����vlog���� Australia

This article is republished from under a Creative Commons license. Read the .

“Finding food here is hard — prices are higher compared to India,” said Jay Patel, an Indian student among those waiting outside the Newham Community Project, a local charity handing out the foodstuffs. The 19-year-old, who is studying at the ����vlog���� of Greenwich in southeast London, said he has been unable to get a part-time job during the health crisis and could not ask his family back in India for money.

The food bank, which conducts the handouts three nights a week, has become a lifeline for Patel and other foreign students facing a similar plight.��“I actually arrived at the wrong time,” he added of coming to the UK. “It’s a very difficult situation. Without this support, I guess we would have to start starving.”

Britain — which is among the hardest hit countries in Europe from the coronavirus, registering nearly 120,000 deaths and severe economic fallout — is a popular destination for foreign students. Repeated lockdowns across the country, requiring all hospitality venues and non-essential retail shops to close, have led to millions losing their jobs.��Students, who often work in low-pay roles in restaurants, bars and stores, have struggled in particular.

Food poverty affects a large number of foreign students

Foreign students come to the UK for a quality education but find themselves struggling amid the pandemic instead. Source: Justin Tallis/AFP

Despite frigid temperatures and driving rain, the line outside the Newham Community Project remained long throughout the evening until the doors closed at 11.00 p.m.. Volunteers have become familiar with some of the regulars, who have been visiting the food bank every week for more than six months. Inside, they busily pack bags with the packets of rice and other essentials, including ingredients to make vegetarian or halal meals.

The grassroots organisation, first formed in 2008 to help the neediest in Newham — one of the more deprived areas of the British capital — began its food distribution efforts during the first lockdown last April, when Ramadan began. “We started with about 20 food packs a day but slowly, within a couple of weeks, we were getting 800 students,” said manager Elyas Ismail. “We saw the need was enormous, so we’ve just decided to carry on. And the numbers have just been basically increasing every week.”

Ismail estimated he now helps around 2,000 households weekly — including some groups of up to 15 students crowded into single flats, given London’s high rental costs. The majority of foreign students in Britain are non-European, with more than 400,000 coming in 2020, mostly from China and India, according to the Higher Education Statistics Agency.

At the Newham food bank, almost all are from India. Ismail noted they are typically from poor families. Often their parents sold jewellery and other possessions of value to fund their children’s relocation to the UK.��Volunteer Aamena Ismail, 21, added that their student visas do not allow them to access any government support. “It’s honestly heartbreaking, they come in hoping for a better life,” she said. “The UK government needs to take into account that this policy is just unfair.”

Some foreign students are struggling to survive

Alpef Shaik, 23, is one such student who came to Britain to fulfil the dream of his uneducated parents that he for himself. Six months after his arrival to complete a master’s course at the ����vlog���� of East London, the pandemic hit and resulting lockdowns began.

“Things changed very much and it got worse, worse, worse,” he told AFP, noting it scuppered his studies and part-time job. Shaik said the costs of living and studying in the UK were now “not worth it”. “I’m paying for a Rolls-Royce and I’m getting an old normal Toyota car,” he added.

Mohammed Ahmed, 25, came to London to support his wife, who is studying at the private BPP ����vlog����, but now also fears their future is in jeopardy. “Due to this pandemic situation, we can’t fulfil our expectations,” he said. “If the situation continues like this, I’ll need to go back to my country, because we can’t survive.”

“K-State has a good sorghum genetics and genomics program,” says Jacques Faye, a 29-year-old international student at K-State, originally from Senegal. “It is well-known around the world because of its involvement in international research development…My research will definitely contribute to food security in developing countries,” he concludes, “particularly in West Africa.”

Home to four , K-State is an academic pioneer of sustainable progression. This ground-breaking, government-funded initiative tackles global hunger and food security issues, targeting 19 low-income countries in Latin America, sub-Saharan Africa and Asia, while striving to accelerate:

• inclusive agricultural growth,
• improved nutrition,
• gender integration,
• private sector engagement,
• research and capacity building, and
• climate-smart development.

“With the advance in science and technologies, I have everything I need to succeed in my PhD program and my research for improving crop adaptation,” says Fanna Maina, a 31-year old PhD student from Niger, currently studying Agronomy at K-State. “My country has experienced a severe food crisis,” she adds. “Through new developments in science, we can develop climate-resilient and preferred varieties to ensure food security…I hope to support breeding efforts through my research by providing them tools for future agriculture.”

These reputable Innovation Labs have been granted in line with K-State’s commitment to securing global food resources. (SMIL) centers on Ethiopia, Senegal and Niger, striving to boost the adaptation and resilience of sorghum and pearl millet in West and East Africa, also expanding market demand and product-development opportunities.

The is directed at India and Pakistan, working to implement heat-tolerant, high-yielding and farmer-accepted wheat varieties that make use of local cultivars and breeding networks.

The , tackles accessibility to safe and nutritious foods in nations like Bangladesh, Ethiopia, Ghana and Guatemala. The target is decreasing losses in stored product crops to further increase the consumption rates of food already in the production system, thus reducing food insecurity and hunger.

Finally, the will produce measurable results in reducing world hunger, poverty and improving the nutrition of smallholder farmers. Focusing on Ethiopia, Tanzania, Senegal, Burkina Faso, Bangladesh and Cambodia, the SIIL bolsters agricultural productivity and income, set on improving integrated farming systems for these impoverished regions.

Activities center on four key areas: to sustainably boost the production of nutritious food and encourage dietary diversity; to bolster the involvement and empowerment of women in agricultural production and processing; to increase food production through improved crop-production technologies; and to prevent food waste while food safety.

Each one of these labs serves to blend K-State’s expertise with those of fellow universities, the and other public/private organizations, creating a base of knowledge that has the potential to instigate universal change.

“With four Feed the Future Innovation Labs now hosted by…K-State Research and Extension, USAID is making a nearly $100 million investment in Kansas State ����vlog����’s ability to provide leadership to the global food systems research, teaching and extension efforts,” John Floros, Dean of the College.

But K-State’s greatest assets and drivers of change are indeed its students. In fact, a number of talented scholars have been recruited from their home countries to pursue world-class PhD study at K-State, the aim being to eventually lead them back to their home countries where they can implement what they have learned. Ralph Armah, a 31-year old PhD student of aspires to do just that. Originally from Ghana, Ralph aims to take his skills back home when he graduates in 2019, improving the food crisis for his local community, and the world at large.

“This PhD program presents unique opportunities for students to both interact and collaborate with faculty on many fronts to ensure their personal and academic development,” Ralph explains. “Upon completion of the program,” he adds, “I hope to be on the ultimate cutting-edge with regards to solving food and agriculture-related problems. I look forward to applying the skills I acquire to conduct meaningful and impactful economic, as well as interdisciplinary, research.

“Widely-reported issues of food loss and waste in many parts of the world – especially sub-Saharan Africa – is worth addressing,” the student concludes. “Therefore, obtaining a PhD in Agricultural Economics will prepare me to better appreciate and understand the core issues of the discipline with more depth, and to further propose tested logical solutions to the global food crisis issue.”

Follow KSU on��,��,��,��,����and��

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Cindy* remembers the time she cried every day without knowing why. She was reading law in her final year at , after completing the first two years in Malaysia. Despite some boy troubles, she was surrounded by a sea of people. Many of them were supportive friends. Her Instagram feed showed a good-looking 21-year-old girl happily celebrating birthdays and traveling the UK.

“When I was undergoing depression, I honestly didn’t know why I was depressed. Every day I woke up feeling shitty, I couldn’t sleep, I became anxious, I cried every single day not knowing why. Honestly, I thought there was something wrong with me physically.”

Cindy was battling depression then. As described by the World Health Organisation (WHO), it includes “sadness, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, feelings of tiredness, and poor concentration.” Alongside anxiety, it is an increasingly serious problem at university��campuses.

Just over a month ago, three first-year students from the ��were within weeks of the start of term. The coroner’s results are yet to be completed, but online tribute pages for two of the three students are saying the deaths were possibly due to suicide, driven by untreated mental illness.

Bristol ����vlog���� students’ union’s student living officer, Stephen LeFanu, stated that the new students could have felt it was “extremely difficult” starting university. “Many people will also experience complex mental health difficulties, regardless of their environment,” he told The Guardian.

Their deaths came less than a year after the found that eight out of 10 students (78 percent) experienced mental health issues during their studies. Students may have a lower suicide rate, but they have since 2007. 33 percent of the students surveyed had had suicidal thoughts. The Guardian is calling this a “campus crisis in mental health”.

Not exactly “a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community” i.e. WHO’s definition of mental health well-being.

A feature of this unfortunate state of affairs is its rather democratic nature. It cuts across the usual race, gender, ethnicity, financial et al. barriers. This means that local students’ mental health aren’t the only ones affected. International students are struggling too, and even more so without the .

People usually experience their ��– a psychological term to describe ��a “loss of contact with reality”, e.g. anxiety and depression –��when they are 17 years old. Around this time, teenagers are also asked to make one of the biggest decisions thus far in their life – university. Your entire future rests on this decision.

And for many varied reasons, some teenagers are asked to uproot their lives and move to a foreign country to earn that degree.

A stressful life event alone isn’t usually the cause of��depression or other mental illnesses. Mental disorders are usually caused by a combination of biological, genetic, psychological, and environmental factors. But an adverse life event, like the transition into university, can trigger a depressive episode in those with pre-existing conditions. ��

The transition from high school to college is a big move. The student loses their home, school, and friends for the past 17 years, which are��basically their entire world.

For international students, the loss is bigger. According to ‘ Stressed Out and Struggling (SOS) Project����on international students’ mental health, “They may experience a sense of loss, in the wider sense – of native language, customs, security, of the sense of self even – due to being in a foreign culture.”

This initial sense of loss, if not overcome or left��untreated, can build into pressure that persists. An ��into the mental well-being of Malaysian and Chinese students at the found that among those experiencing depression and anxiety, the causes were mainly due to the “cultural transition, pressure from academic work, high expectations of family or parents were identified as main causes of students‘ mental health problems.”

Too many expectations, too little connection

Along with this loss, comes a unique set of expectations in today’s set of international students who grew up in a significantly globalised world and the omnipresent Internet. On a more personal level, they are born to helicopter parents and grow up sheltered, being told they are special. They are then shipped off to universities, carrying along their unrealistic expectations.

Three months ago, Pranav Padmanabhan moved from India to (NUIM) in Ireland to pursue his Master’s in IT Management. Managing expectations was one of his biggest challenges.

“To start with expectations, I’d say it is of two types –��one would be personal expectations, and the other would be societal expectations.

“Personal expectations are something we expect from ourselves, what we can do and our own perception of our abilities and capabilities. Students who travel abroad generally have high motivation to achieve something, which acts as their drive to go ahead with it, irrespective of the uncertainties that might hover around that decision.”

“The second is societal expectations. This includes parents, friends back home, peers and anyone and everyone around us. For example, once I got here, I had peers who were always on top of everything be it assignments, group work, or class discussions.”

High expectations are��expected when students and their parents have piled their hopes –��and for some, their life savings –��into an expensive international education. Throw in the impossible dreams sold as attainable by social media and the increasingly competitive job market, and the stakes become dangerously higher.

In Cindy’s case, she felt she had to give it all. “I was under a lot of pressure to get��good grades for my final year and the worst part is that the pressure came from myself. Once it came down to being in a prestigious university and having extremely brilliant people around me, I felt like I should give my all”.

A high benchmark makes the fall harder. Young Minds’ report states: “When a mismatch occurs between expectation and reality, between the dream of success and the pressure of assignments, both individual and institution are at risk of disappointment and failure.”

And these triggers from failures and disappointments will have consequences, such as falling grades, flunking classes, and excessive isolation from peers. Cindy and Pranav are some of the lucky ones. Cindy could afford a psychiatrist back in Malaysia and Pranav got better through effective counselling. “Today, I am fine, I am happy and I am so much stronger than before,” said Cindy. ��Help was available before things got out of control.

But some, like Aniza Azim, a medical student at , were not so lucky.

Aniza had struggled with depression since her second year in A Levels, with all the UCAS applications, extracurricular activities, and other responsibilities. The depression then followed her to university. On her first day back in uni after spring break, she found out there would be an exam. “I decided to stay in as I couldn’t handle the anxiety and panic while my (ex) partner left for uni.”

“It was a very surreal moment and I felt like I was going mad and that it was too much and I couldn’t handle being in my own head anymore. I grabbed my supplies, drank copious amounts of alcohol, cut myself multiple times and tried to overdose on paracetamol. I passed out eventually and was found by my ex a few hours later. And I woke up in the hospital.”

Now officially diagnosed with depression, Aniza is still struggling with it every day. It has caused her to take a year off from university. And this year, she left her studies.

“I’m unsure of what’s next and it still scares me. But I’m trying to take the time to figure it out and to try and just be okay with just being …

“It’s okay to change, to figure out yourself and to realise that you’re not the same person you were a few years ago. You’re you, you’re not a projection of what your family, friends, and society think of you,” she said.

Often, we are surprised to hear of accounts like these. Or statistics like the above. Our surprise imply that we did not expect that our sons, daughters, and friends are part of this worrying statistic. And it goes beyond just numbers. It shows that we too did not know the scale of hidden anguish our loved ones had inside them.

The way forward

This crisis is a collective problem requiring effort from all quarters. The good news is it is preventable if we are armed with more data and less stigma.

A recent study by the showed that exposure to suicide content, including details about suicide methods, had served to validate and glorify suicide. These findings had prompted the House of Commons Health Select Committee to call for such websites to be . The select committee is also urging the government to increase support and investment for public mental health and early intervention services.

At��campus level, Pranav urged universities to treat the Bristol students tragedy as a wake up call, calling on��universities and students to work together right from the start to make the transition easier.

“Proper orientation needs to be provided to freshmen on how to manage social and school life … I would urge every university to spend a week full of orientation activities at the start of the year to help students make the transition successfully. This should be a necessity if we’re talking about international students, as there are a lot of challenges to overcome,” he said.

The stigma surrounding mental illness has hindered efforts in��getting more ��into research and public awareness. For ethnic minorities, like international students, stigma is also one of the ��preventing them��from seeking��help. Based on their personal experiences,��Aniza and Cindy have called for students suffering from mental health issues to ignore such stigma and to seek help from friends, family, and their university.

“Look for help when you need it. See your GP, the university pastoral support, and counselling service. The latter two will help you with university matters and especially with mitigating circumstances if you need help with exams and deadlines,” suggested��Aniza.

Cindy also advised future students to be strong.

“I guess my advice, really, is that anyone who is undergoing this, know that you’re not alone, and that don’t be afraid to seek medical or professional help. Do not think you are weak just because you are going through this. Everyone has problems, don’t be afraid to talk to your friends or parents or even a counselor if you need it. Don’t ever feel like you’re worthless.”

*Name changed at interviewee’s request

Images via Shutterstock��

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Then there are the degrees that make others a little doubtful of your skills, despite being just as intellectually demanding as all the above.��

Take Japanese Studies, for example.��

Many are exposed to Japanese culture through its popular media. Edmunds is one of them. Source: Lois Edmunds

‘I loved my Japanese Studies degree’

has always had a fond interest in Japanese culture.��

From being exposed to Japanese media like Pokémon to Nintendo’s Animal Crossing as a kid to attending Comic Con and the Japanese Matsuri London – the UK’s biggest annual festival of Japanese culture and food – her interest in it only grew the older she got.

“I paid extortionate amounts for Japanese books and magazines in London whenever I got the chance; I wanted to study Japanese in sixth form but it wasn’t an option at that time,” says Edmunds.

The good news was that when it was time to pursue her university studies, Edmunds knew what it had to be – a BA in Japanese Studies at Oxford Brookes ����vlog����.��

“Everyone is curious, artistic, and inquisitive because they are interested in their subject, which you won’t find that easily in other courses,” she says.����

Completing your schooling years can feel like climbing a mountain…only to realise that there are more mountains to climb even after you graduate. Source: Lois Edmunds

But if Edmunds only had one bad thing to say about her Japanese Studies degree, her answer is that it was “quite difficult” to get a job.

“Because even if you’ve got a good level of Japanese language skills, you’re kind of at the same level as a bilingual person, but you don’t have any other skills on top of that,” she says.

Luckily, as a native English speaker, that was one of her key skills for showcasing her employability to the local British job market.

found Japanese to be the eighth most in-demand second language sought by employers. It was also the second Asian language on the list, right behind Chinese.

Even luckier still, Edmunds’s university, Oxford Brookes ����vlog����, had companies come by near the students’ graduation to advertise career prospects. One of the companies that approached the Japanese Studies students was the Japan Exchange and Teaching (JET) Programme.

Fast forward to today, Edmunds has spent the past four years working as an Assistant Language Teacher with the JET Programme, teaching English in Japan to children in grades one to six.

We spoke to Edmunds about what pursuing Japanese Studies was like, her experience with the JET Programme, and the insights she gained if anyone were to follow in her footsteps.��

Edmunds (top row, second from left) pursued her BA in Japanese Studies at Oxford Brookes ����vlog����. She also spent a year abroad at Aichi Shukutoku ����vlog����. Source: Lois Edmunds

Tell us about your experience with Japanese Studies.

It was divided into language and culture modules. Some topics were older, like Japanese religion and history, and the others were more modern, like anime and manga. One module looked at Japanese movies and how the classical Japanese style has progressed.��

The third year was the year abroad, and I chose Aichi Shukutoku ����vlog����. There, I specifically remember these cultural classes, like flower arranging and calligraphy, which didn’t help much with the Japanese language ability, but in terms of cultural understanding, it was really cool. And I’ve always been quite an artistic person, so seeing that kind of artistic side of Japan was good.��

In the last year of Japanese Studies, we had a really good translation class, which we all wished were in our first year because it was so good learning syntax and word order. There was also a religion module that was really interesting because the teacher we had was hilarious. That was his passion, and he could recite things in his sleep, which made it interesting for us.

Be prepared to tackle not one, not two, but three alphabets when you learn Japanese. Source: Lois Edmunds

What was the hardest part about Japanese Studies?

I think most people would say the same – the hardest part of Japanese Studies is studying Japanese. I don’t think it really sunk into any of us on the programme that Japanese is the hardest language for English speakers to learn.

Japanese has three alphabets: Hiragana, Katakana, and Kanji. The first two are not too difficult to learn – Japanese kids know these two systems by the age of seven – but Kanji is a different story.

Imagine the thickness of an English dictionary. Now, envision the same book, but in Japanese. That is the amount of Kanji to learn – over 50,000 kanji works! It takes years to master, and even Japanese people have trouble remembering how to write the most basic characters. It is a big commitment that I think people should carefully consider when taking up this language.

Learning a language requires consistency, learning little-by-little everyday, reviewing words every week, looking at a wide variety of sources — books, movies, texts, magazines, grammar textbooks, essays, anything you can get your hands on. It’s also equally spending time on listening, speaking, reading, and writing, building up your skills in all four areas takes a lot of effort – so much that I think it would surprise most people.

You have to rewire how you think, which took much longer than four years to get used to. Even now, you have to look at things from different angles to try and get around it.��

You’ve been part of the JET Programme for four years now. What has your experience been like so far?

Before coming here, I’d been on all the Discord forums, asking, ‘How’s your experience on the JET Programme? I’m going soon, I’m really nervous. Do you have any advice?’, which is what most people do.��

Everybody says the same thing: every situation is different. It depends on where you go, who you teach, and where you’re living. So, my experience with the JET Programme is completely different from that of somebody who is even in the next town.

Even within my town, my school is very busy. I teach and support around 22 classes a week. 20 is usually the maximum for most places, but many schools do a lot under that and have a lot more downtime. So you could be in a busy school like mine, or you could be in a school where you have three classes a week.��

In those schools, a lot of people have much better relationships with the teachers because they’re a bit less busy, whereas in my school, we get to enjoy a lot more time with the kids, but everybody’s super busy; there are pros and cons to both environments.��

So when people ask for advice, it really depends, because you don’t want to give them the wrong impression. That’s something I would stress about being on the JET Programme – you really have to wait until you get there, which is a terrifying scenario.

No two experiences within the JET Programme are the same, so best be prepared for anything! Source: Lois Edmunds

For me, the experience has been really fun, and I say that in a shocked way because I don’t have younger siblings, nor do I have much experience with young kids.��

When I joined the JET Programme, I knew I’d teach kids, but I didn’t think about my interaction with younger people in general, and it’s been eye-opening to see how they develop.��

As an educator, I can remember what I was like in sixth grade, and now I’m teaching kids who are that age, and I’m thinking of my experience versus theirs. It’s even weirder because I met the current sixth-grade students I’m teaching when they were only in their second grade, so I’m now seeing almost their whole time in elementary school.

Edmunds (middle) joined the JET Programme soon after completing her BA in Japanese Studies. Source: Lois Edmunds

What are the common misconceptions people have about being on the JET Programme?

I think a lot of people assume that in the JET Programme, you’ll teach for a couple of hours in the morning and then have loads of time to study Japanese in the afternoon.

But you get here and realise that you’re not supposed to study Japanese at work because you’re at work. Now you’re like, oh, that does make sense. You are working at a job at the end of the day. So, if you expect it to be like a working holiday or a continuation of your year abroad, then I think you might be in for a rude awakening.

But on the note of studying Japanese while you’re here, I have noticed that as you integrate into a Japanese work environment, you do pick up a lot of things without even realising.��

Our computers and internal communication systems are all in Japanese. Most mornings, you’ll have a morning meeting with all the teachers, and it’s conducted in Japanese too. So, if people are put off by not being able to study Japanese here, you kind of can, as long as you keep an ear out.

Then, there’s the part about teaching English. It’s less about teaching the language and more about dealing with classroom management and being able to speak with the kids and teach them effectively.��

You have to think about pacing, saying words they would understand, framing things in a very visible way, and making it easy for them to grasp the meaning.��

For example, with the younger kids, I will teach them feelings like happy, sad, and tired by showing them gestures and visual cues of what those things mean because they can’t read or say any of the words – it’s gibberish to them at that age.

Teaching English in Japan might not have been something Edmunds had even considered when she was still studying, but it’s a decision she hasn’t regretted since. Source: Lois Edmunds

Tell us about your favourite part of teaching English in Japan.��

It’s fascinating teaching these kids, and hearing what small tidbits they know of the world is hilarious.

I get a lot of opportunities to showcase my culture and British things. Earlier today, I was teaching the first grade for the first time, and I was telling them about England because they didn’t know what it was. They think it’s a place in America. So I showed them Winnie the Pooh and Paddington Bear, and they’re like, ‘Oh, I know that. I know that character.’ And I’m telling them that they’re from England, they’re from my country.��

A latte art of Shaun from “Shaun the Sheep,” a British stop-motion animated silent children’s television series. Source: Lois Edmunds

I gain a sense of pride and nervousness to be one of the first non-Japanese people they meet, and I get to help open their eyes to the rest of the world.

They ask me, “Why do you have curly hair?” because a lot of them have never even met someone with naturally curly hair. Yes, they’ve seen videos from abroad, and they know the world map, but engaging with international cultures through their English teachers is a massive step in their development as people. And being able to shape that experience by teaching them from such an early age is extremely rewarding.��

I often talk to my adult Japanese friends who love to reminisce about their times with their Assistant Language Teachers and their fond memories from their school days. It massively impacted their view of other cultures and interest in the outside world.

So, if making a positive impact is something you’re interested in, teaching might be just what you’re looking for.

Pursuing your passions can lead to a life-changing experience – just ask Edmunds. Source: Lois Edmunds

Any tips for a successful JET Programme application?

The application is a long and gruelling process.

It’s probably the biggest chunk of paperwork you’ll ever do in your life – it’s pretty much what all of us would talk about whenever we’re applying back in the day, though I’m pretty sure a lot of that is just to weed people out.

If you’re not prepared to do all that paperwork, you won’t make it far in Japan. They have a very bureaucratic system, so if you can’t get your documents in order, maybe Japan is not the right place for you.

Another piece of advice is that the programme wants people who will stick out the duration of their contract. They want people who are personable, who kids can enjoy being around, and who can survive in an environment very different from their home country. I think these are probably the key things that they would look for in a candidate.��

Edmunds is now based in Osaka, a city that effortlessly blends traditional and popular culture. Source: Lois Edmunds.

But despite the gruelling application process, the JET Programme has been a wonderful experience, most – if not all – of my coworkers gush about their time in the programme.

I graduated during COVID-19 when the borders were shut. I waited over a year, had to go through extra medical forms and checks, mountains of paperwork as regulations and rules changed left, right and centre, sending off much more paperwork than the average JET applicant, and I’d do it a thousand times over. I’ve had an amazing time.

My childhood interests, my Japanese Studies degree, and the painstaking crawl of learning Japanese have accumulated into a great life here in Osaka. Yes, I have no idea where I will go next, but I will continue to stay true to myself. I’d encourage anyone with an interest in Japan to give the JET Programme a go; the application is tough, but the reward could be life-changing.

That’s all true, but it’s also so much more than that.

For example, any sports organisation needs a business and marketing team too. These are people who combine several disciplines to engage with fans, drive revenues, build a strong brand, and create public interest in the team.��

It’s a crucial but often unnoticed part when people think about sports science — but that’s just what is majoring in.

Ryu is currently an exchange student at Penn State ����vlog����. Source: Gyeongbin Ryu

From playing sports to studying sports science

Growing up as an active kid, Ryu’s first introduction to football happened in elementary school. “I’ve been told all my life that I learnt how to run before I learnt how to talk,” laughs Ryu.

However, Ryu’s participation in sports became limited when she moved to an all-girls high school where access to sports facilities was scarce and opportunities to play were not easily available.

“There was a lot of gender discrimination when it came to physical education (PE), and girls didn’t have much access to it,” says Ryu.

A revealed that all-boys middle schools have a positive and significant impact on male students’ physical fitness, whereas all-girls middle schools show small and insignificant effects — perhaps a result of what Ryu has experienced.

Because of the lack of teams and facilities, Ryu had no way to take part in sports activities throughout her three years of high school.

“It was hard when I could barely play any sports in high school, but as soon as I entered university, I could do it all over again,” she shares.

Ryu is a part of Sungkyunkwan ����vlog����’s women’s football team (SKKU WFC 여우락) and served as a captain in 2023, leading the team to its first championship victory. Source: Gyeongbin Ryu

Ryu is currently pursuing a dual bachelor’s degree in sports science and business administration at Sungkyunkwan ����vlog����.

“I love being active; I naturally gravitated towards sports and anything that would allow me to be competitive,” she says.��

“I didn’t have a deep understanding of the sports science industry when I first entered university. I was going in blind. I thought it was just learning about sports, but in reality, I had to learn other parts of the industry.”

Ryu’s university — Sungkyunkwan ����vlog���� — is a part of that revelation.

There, they strongly encourage sports science students to pursue a double major. One of the most common options? Business administration, which Ryu is enrolled in.

 

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For Ryu, this was the perfect combination

“I went with business administration because my interest in sports marketing was growing,” she says. “Also, it’s valuable to have a business degree in the Korean job market now as it can be integrated into not only the sports industry but others too.”

Beyond that, Sungkyunkwan ����vlog���� offers various global programmes not only through traditional exchange semesters but also through seasonal and short-term study abroad opportunities, allowing students to broaden their international experience.

Their study abroad programme��spans��approximately 40 countries and over 170 universities, designed to expose students to various disciplines beyond South Korea.

Ryu herself is a recipient of the 2025 SKKU-BA-DIVE Programme (SKKU Bridging and Diverse International Visiting Experience), a student-driven initiative that supports participation in seasonal international academic programmes.

Today, she is an exchange student at the Pennsylvania State ����vlog���� in the US.

During her time abroad at Penn State, Ryu has had the opportunity to visit stadiums all over the US and watch different sporting events. Source: Gyeongbin Ryu

Sports in the US vs South Korea��

Most sports have an international reach, and if you ever hope to work in one of them, it’s almost necessary to learn about them in different countries.

“I want to broaden my understanding of the field while studying in an English-speaking country,” says Ryu.

Her choice to pursue her studies in the US was driven by the incomparable collegiate sports ecosystem found in the country, as well as major sports leagues such as the Major League Baseball (MLB), the National Basketball Association (NBA), the National Football League (NFL), and the National Hockey League (NHL).

Attending Penn State��specifically meant she would learn from the best in the sports industry. Not only is the university ranked #14 on ’s Sports-Related Subjects, but it is also .��

Plus, the state is also known for its vibrant sports culture, being home to iconic teams like the Pittsburgh Steelers, the Philadelphia Eagles (NFL), the Philadelphia 76ers (NBA), and the Pittsburgh Pirates (MLB).

 

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Throughout her time in the US, Ryu��had plenty of opportunities to visit several iconic stadiums in Pittsburgh, such as Highmark Stadium, Acrisure Stadium, PNC Park, and the Petersen Events Centre.��

She even attended the 8th Penn State Sports Business Conference, where sports industry leaders and recruiters gathered under one roof to network with students.

Ryu can’t deny the benefits of studying sports science in the US.

Here, where collegiate sports are a large and influential part of American culture and often the pathway for student-athletes to become national-athletes and Olympians, there’s truly no better place to find yourself learning the ins and outs of the industry than in America.

“College sports in general are on a different level in the US than in South Korea,” says Ryu. “In the US, to become an athlete, you’ll still need to take a normal degree. In South Korea, you can pursue a degree in specific sports and do not need to pursue a degree in, for example, business.”

It might be a bit of a culture shock for some, but that’s the simple truth.

In the US, to be a university athlete, you’ll need a degree to back yourself up to pursue your athletic dreams. Like Peter Kavinsky in “To All the Boys I’ve Loved Before,” who had to keep his grades up to play lacrosse at Stanford ����vlog����; in the real world, you’ve got Livvy Dunne, a who has an .

South Korea has a similar story, though it has only recently gained traction.

about the post-retirement career of athletes found only 17% of athletes worked in physical education after retiring, while 43% had no job at all.

“I’ve seen many athletes back home sacrifice their lives to their sports, especially often foregoing academics,” says Ryu. “They take a degree solely in their sport, not even a sports science degree, and they dedicate their life to it, and many don’t end up on the professional level.”��

“They just train and master the arts of their sports throughout their degree, putting them at a disadvantage when they enter the non-competitive sports world.”

This is one of the main reasons Ryu decided to pursue a sports science degree that would allow her to get a broader perspective of the field.

Ryu and her classmates during a visit to PNC Park. Source: Gyeongbin Ryu

The future of a sports science graduate

In a few months, Ryu will be heading to Berlin, Germany, as part of the 2025 SKKU-BA-DIVE Programme.��

She will attend Freie Universität Berlin International Summer and Winter ����vlog���� (FUBiS) to immerse herself in Germany’s academic offerings.

There, she hopes to reflect on Germany’s historical and political journey as a once-divided nation, as that may offer meaningful insight to Korea’s situation today.

“I wanted a global perspective of this industry, and Germany is one of the places where I want to do it,” says Ryu. “But it goes beyond just sports. I’m interested in knowing about their culture and social scene.”

When she returns to South Korea, Ryu has big plans that she’s ready to dive into.��

“I hope to become an international figure in Korean sports — someone who would contribute to both the local and foreign market,” she says.

This will be done by using��the knowledge she gained from the US and Germany, allowing her to be a more well-rounded marketer in the industry.

“I want to gain experience within sports agencies and federations, and eventually move on to working for international sports governing bodies such as the International Olympic Committee (IOC),” says Ryu. ��“I hope to contribute to strengthening Korean sports on the global stage by addressing structural gaps in gender equity and collegiate sports systems.”