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The Impact of Social Support on the Mental Wellness of International Students
By
Victoria Wall

A graduating thesis submitted in fulfilment of the requirements of the Bachelor of
Arts (Honours) Major in Psychology

Psychology Department
Capilano University
April 25th, 2025

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Introduction
Pursuing a university degree can be very challenging. Usually, students are young and
transitioning from high school into the adult academic environment. Transitions can be hard.
Some students struggle and need help with their transition, while others seem to have an
easier time. Indeed, moving abroad to pursue a degree can be one of the most challenging
experiences one can have. Learning the ins and outs of a university is already challenging,
but learning a new culture, customs, social norms, and way of life can be particularly stressinducing.
International students usually leave their home country and enter a new world where
they know little to nothing; they leave their native social support network, friends, and
families to explore the unknown of a different country and educational system. Additionally,
international students can suffer from isolation, cultural barriers, and social norms can be
difficult to navigate and understand, and students can feel alone while trying to adjust to their
new lives (English et al., 2022). International students are also prone to suffering from
depression and anxiety (Ke et al., 2023) and finding help can be difficult. However,
universities usually have support services for newcomers, where they teach new skills and
give pointers on how to integrate into campus life (Martirosyan et al., 2019), which can help
students have transformational experiences that could lead to personal growth and selfdiscovery.
Academic services have been proven to be effective in aiding transition and
adaptation; however, social support is one key factor that can transform challenging
experiences into learning opportunities (Martirosyan et al., 2019). Social support comes in
various forms, including friends, family, professors, and religious communities, and it has
been proven to aid adaptation, lower homesickness, and provide better mental wellness.

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Social support becomes a protective factor that helps students overcome challenges and enjoy
the unique experience of studying abroad.
The current study seeks to investigate the effects of social support on the mental
wellness of international students. It will investigate whether social support can aid
adaptation, decrease homesickness, provide better mental wellness, and overall make students
feel better. The findings of this study revealed that social support did not predict improved
mental wellness; however, support from friends made in Canada seemed to aid adaptation
and a sense of belonging.
Literature Review
The number of international students admitted to Canada has steadily grown since the
early 2000s and reached its peak in 2019, with 250,020 undergraduate students admitted and
enrolled in universities across the country (Crossman et al., 2021). While Canada welcomes
students from across the globe, the top ten countries with the most students in Canada are
South Korea, China, Japan, United States, France, Mexico, United Kingdom, India, Taiwan,
Germany, Saudi Arabia, Brazil, Nigeria and Vietnam. (Crossman et al., 2021). Nevertheless,
only seven countries have remained the same since the early 2000s: South Korea, China,
Japan, the United States, France, Mexico and India (Crossman et al., 2021). These countries
currently hold the highest number of student permit visas and will likely continue holding as
many, if not more, permits in the upcoming years (Crossman et al., 2021).
Accommodating so many students with different beliefs and cultures can become
complicated, especially since most students come to Canada alone, leaving family and friends
behind to forge their paths in Canada and pursue their undergraduate studies (Rankin et al.,
2018). Most face loneliness, isolation, and difficulty adapting to a new country with different
norms and societal expectations (Rankin et al., 2018). There are available services to aid an
international student's transition, and most universities offer counselling services. However,

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students who are still learning the ins and outs of their new surroundings and facing
loneliness tend to have difficulty finding those resources (Lee, 2013).
The cycle of helplessness can be difficult to overcome and conquer; however, social
support has been proven to change an international student's experience, significantly and
greatly reduce depression and anxiety, and provide an easier transition into living in a new
country. Social support can come from various sources, such as friends, family, faculty, and
religious communities. This study will look into how these sources of social support may
impact the mental wellness of students.
Religion
Religion has been proven to help students adapt better and show improved mental
wellness over time. According to a study by Aflakseir (2012), Muslim Pakistani students who
studied in England showed an increased sense of belonging, better mental wellness and
decreased feelings of loneliness compared to other international students. Edara (2022) also
conducted a study in Taiwan to investigate whether religious international students had a
better experience than those who did not. The results were positive, showing that students
from religious communities had better outcomes and happier experiences while studying in a
foreign country (Edara, 2022).
An additional study conducted on Chinese students who studied in Malaysia sought to
investigate the role of resilience and spirituality in perceived social support and emotional
well-being (Qi et al., 2021). This study also used psychological well-being (PWB), which
represents a combination of feeling good and being able to function efficiently, as a
mediating factor (Qi et al., 2021).
The study found a positive relationship between increased levels of perceived social
support and PWB (Qi et al., 2021). Higher levels of perceived social support also
demonstrated higher levels of resilience and better coping with stressors (Qi et al., 2021).

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Moreover, students with higher levels of PWB, resilience and perceived social support tended
to develop healthier, positive relationships and consider spirituality an essential part of their
lives and well-being (Qi et al., 2021).
These findings suggest that religion is fundamental for the adjustment and wellness of
international students. Furthermore, social support reduces stress, enhances students'
experiences, well-being, and positive attitudes, and reduces depression and anxiety levels (Qi
et al., 2021).
Support Services
Universities also accommodate international students and offer support through
various academic and social services. Martirosyan et al. (2019) sought to investigate the
many ways twenty American universities supported their students. Many academic and social
services were available to students, including targeted writing support, academic support,
student success initiatives and extensive English language programs where skills such as
reading, writing and speaking were the main focus (Martirosyan et al., 2019). Results showed
that universities offering such services had a higher satisfaction rate and improved mental
wellness among international students (Martirosyan et al., 2019).
A similar study conducted by Shadowen et al. (2019) investigates the prevalence of
depressive symptoms in international students and how universities can better serve and help
them in a 4-year university in the Mid-Atlantic region in the United States. Students were
asked to participate in a questionnaire which was designed to measure depression and anxiety
levels, English fluency, acculturative stress, perceived discrimination, and levels of social
support (Shadowen et al., 2019). The results showed that 45.3% of participants met the
clinically significant cutoff for clinical depression, 24.7% of participants screened positive
for moderate to severe symptoms of anxiety, and Asian students reported higher levels of
anxiety compared to non-Asian students (Shadowen et al., 2019).

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The study also found that the prevalence of depression symptoms was higher in those
who experienced higher levels of acculturation stress, perceived discrimination and lack of
English fluency (Shadowen et al., 2019). The study supported the hypothesis that higher
levels of social support would decrease levels of depression and anxiety and improve
emotional well-being, showing that students who received social support reported lower
depression and anxiety levels, better emotional well-being and enhanced ability to deal with
stressors (Shadowen et al., 2019).
Family
Many studies discuss the importance of support from friends and university services;
however, support from family is just as significant in helping students achieve better
outcomes. A study by Llamas and Consoli (2012) showed that familial support helped
Latina/o university students reduce intragroup marginalization, aided thriving and decreased
stress levels.
Friendship
Once students leave their home countries and face a new country with its challenges,
making new friends and creating a support system becomes essential to better acclimate and
develop a sense of belonging. A study by Kyunghee et al. (2022) sought to investigate the
role of social support and friendship among Indian and Chinese students at a southwest
American university (Kyunghee et al., 2022). The results showed that students usually sought
support from other students from their origin country, citing a lack of English fluency and
cultural differences as reasons why they avoided making friends with fellow American
students (Kyunghee et al., 2022). Surprisingly, the students reported a great enthusiasm for
supporting other international students and aiding their transition (Kyunghee et al., 2022).
Hendrickson et al. (2011) found different results at a Hawaiian university.
Hendrickson et al. (2011) first hypothesized that international students were more likely to

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have co-national friends than host-country friends and, secondly, that those students with
more host-country friends would report higher levels of satisfaction and contentment and
report feeling less homesick. The results showed that students with more host-country
friendships reported higher satisfaction levels and contentment and decreased homesickness
(Hendrickson et al., 2011). In contrast with the previous study mentioned above, this study
highlights that friendships made in host countries with host nationals can also provide social
support and increase mental wellness.
Current Study
These studies highlight the importance of social and emotional support for
international students' well-being and adaptation. Friendship, support services, family,
religion, religious communities, and faculty and staff have been shown to be efficient in
helping students achieve better outcomes and decrease depression levels, as well as foster
connections and a sense of belonging.
However, many present studies have yet to thoroughly investigate how students from
different nationalities interpret, receive, and seek social support. Some studies investigated
whether religion and spirituality helped a student's adjustment but did not compare how
students from different religions might receive and seek social support. These essential
questions can help universities and students adapt and have better outcomes.
The current aims to investigate if nationality impacts which source of support students
seek and rely on. Its emphasis is on whether there is a pattern among specific demographics
and whether religion plays a positive role in mental wellness. It is hypothesized that students
with higher social support have improved mental wellness and an overall positive experience
while studying in Canada.

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Methods
Participants
A total of 75 undergraduate international students (N = 75) were recruited in this
study. Participants were randomly recruited in person in student-dense areas (e.g., library,
cafeteria and student lounge). Five participants were removed due to the study’s exclusion of
domestic students. Therefore, the final participant count was 70 (N =70). Participants were
also recruited via social media posts on the Capilano University Psychology Instagram page,
the Capilano University Psychology eLearn portal and posters across the North Vancouver
campus. Participation was voluntary; only undergraduate international students attending the
Spring 2025 term were included. 81.2% of participants self-identified as female (N = 56),
14.4% of participants self-identified as male (N = 10), and 2.9% of participants self-identified
as non-binary (N = 2).
The study used a correlational research design to explore the relationships between
international students' sources of social support, levels of mental wellness, adaptation to life
in Canada, and sense of belonging to the Capilano University community. The study
employed religion, nationality, and sources of social support as predictor variables.
Materials
Sources of Social Support
For the survey, I divided sources of social support into four categories and two
subcategories. The first category was “family,” followed by subcategories “family residing in
Canada” and “family residing in origin country.” The second category followed a similar
pattern, with “friends” as the main category and “friends made in Canada” and “friends from
origin country” as subcategories. Consecutive categories comprised “faculty and Capilano
University Staff” and “religious communities.” Participants were also asked which social
support they relied upon the most and their perceived social support from each category.

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Mental Wellness
Mental wellness was measured using a self-report item nine (How would you describe
your emotional state while in Canada?). Participants were provided with a 5-point Likert
scale, where 1 indicated very unhappy and 5 very happy. Higher scores signified higher
levels of mental wellness, while low scores signified low mental wellness levels.
Adaptation to Life in Canada and Sense of Belonging
Sense of belonging and adaptation to life in Canada was measured by item four (How
easy was it to make friends upon arriving in Canada?), item five (Do you feel part of the
Capilano University community?) and item eight (How easy was it to adjust to the way of life
in Canada?). Participants were given a 5-point Likert scale. Higher scores signified a lack of
difficulty making friends, a higher sense of belonging and better adaptability. Moreover,
lower scores signified difficulty making friends, a low sense of belonging and low
adaptability to living in Canada.
Religious Affiliation, Gender Identity and Nationality
Participants were asked about their religion, gender identity, and nationality. They
were then given the option to select from the following religions: “Christian,” “Muslim,”
“Hindu,” “Sikh,” “Buddhist,” “Atheist/Agnostic,” and “Other.” When asked about their
gender identity, participants were provided with the following options and given the option of
selecting more than one: “Female,” “Male,” “Non-Binary,” “Trans,” and “Prefer Not to
Answer.” Finally, participants were asked about their nationality and allowed to select from
the following options: “India”, “Brazil”, “Vietnam”, “USA”, “Japan”, “Mexico”, and “Other”
Finally, REDCap was used as the survey platform provider. All data was stored in the
REDCap servers and on a password protected laptops.

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Procedure
In-person recruitment was the main form of recruitment used in this study.
Participants were recruited over two months in student-dense areas (library, student lounge
and cafeteria) and were randomly approached to avoid profiling. To further avoid profiling, I
only approached groups of two or more students across all recruitment locations.
Additionally, only students sitting at tables were approached in the cafeteria and student
lounge.
In the first recruiting session, I distributed fifty flyers and approached various groups,
including same-sex and mixed groups. Participants seemed engaged and paid attention to me
when I introduced the study. Female-only and mixed groups physically turned to me while I
talked, while the male-only groups engaged but remained in their original posture. The first
recruitment session yielded good results, with twenty participants taking the survey. Similar
results were found in the following recruitment session; male-only groups either ignored my
approach or paid little attention. However, mixed groups with one or more women and at
least two men engaged with me, similar to female-only groups.
Before proceeding with my recruiting experience, I want to discuss a few studies that
have considered the impact of clothing and gender on survey-taking behaviour and
compliance, particularly how the gender and attire of the recruiter can impact compliance and
participation. As a woman, I have been directly impacted by my gender and clothing choices
while conducting this study.
A study by Fabio et al. (2018) examined how female graduate students were
perceived and rated while wearing “professional” or “sexy” attire. Results showed that
female students wearing professional-looking clothes were rated as more competent, putting
more effort into their graduate work and overall better grades than female students wearing
sexy clothes (Fabio et al., 2018). Other studies were conducted on how uniform use yields

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better compliance; Bushman (1988) investigated whether female uniform-wearing influenced
behaviour compliance. In the study, female confederates were dressed as professional,
confederate uniform or sloppy attired and were instructed to tell subjects to give a change to
other people whose car’s meter had run out (Bushman, 1988). Obedience was the highest
when female confederates wore uniforms (Bushman, 1988).
Participant’s gender seemed to also play a role in engagement and participation. A
study by Porter and Whitcomb (2005) found that females were likelier to participate and
engage in studies. Additionally, socially engaged females showed more interest in
participating and responding to the survey (Porter & Whitcomb, 2005).
My experience was similar to what Fabio et al. (2018) found. Attention and
participation varied depending on my presentation between recruitment sessions. In
recruitment session one, I wore makeup and business casual attire; the results were positive
and showed great engagement. During the second recruitment session, my attire was casual
and akin to what regular students would wear to class (e.g., jeans, sweaters, and sneakers),
and I did not wear makeup. Participants seemed the least engaged and physically moved
away as I approached them. Only five participants were recruited that day. In the following
session, I changed my attire to all-black business casual with heels and light makeup. Female
participants complimented me on my outfit and engaged the most.
In contrast, male participants did not engage, seemed nervous when I approached
them and did not participate in the study. Results yield moderate female-only participation. I
wore similar business casual attire, light makeup, and no heels on our next recruiting session.
Male participants seemed at ease, were more attentive, and participated the most out of all
sessions. Female participation was not different from the previous pattern.

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Data analysis
To address hypothesis one, a Pearson’s r correlation was conducted to investigate the
relationship between social support and increased levels of mental wellness, followed by a
linear regression to analyze whether social support was a predictor of improved mental
wellness.
To further examine the relationship between religious affiliation and improved mental
wellness and address hypothesis two, religious and non-religious students were compared
using an independent t-test. A second Pearson’s r correlation was conducted to examine the
relationship between religious affiliation and support sources.
A third Pearson’s r was conducted to address hypothesis three and investigate whether
increased social support yields better adaptation, less homesickness, greater sense of
belonging and less difficulty making friends. A linear regression was also conducted to
examine whether higher levels of social support predicted better adaptation levels.
A Pearson’s r was also conducted to investigate whether there was a relationship
between improved mental wellness and address hypothesis four, adaptation and
homesickness and each source of support (family in Canada, family in origin country, friends
made in Canada, friends from origin country, religious community). A multiple linear
regression was also conducted to examine whether social support from each source predicted
better mental wellness outcomes.
Additionally, to investigate hypothesis five, a Pearson’s r correlation analysis was
conducted with each nationality to investigate the relationship between different nationalities
and their levels of social support. A second Pearson’s r correlation was conducted to examine
the relationship between nationality, homesickness, adaptability to life in Canada, difficulty
making friends and sense of belonging. Finally, a Pearson’s r correlation was conducted to

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address hypothesis six and examine the relationship between gender, adaptation levels, and
difficulty making friends upon arriving in Canada.
All data was analyzed using R software.
Results
Social Support and Mental Wellness
A Pearson correlation was conducted to examine the relationship between mental
wellness and social support from a family residing in Canada. Results showed a moderate,
positive correlation between the two variables, r(98) = .38, p = .001. This suggests that higher
levels of family support in Canada are associated with improved mental wellness among
students. A multiple linear regression was then conducted to examine whether social support
from friends, family, and Capilano University staff predicted increased levels of mental
wellness. The overall model was not significant, F(3, 64) = 1.38, p = .26, R= .06. Support
from friends was a marginal significant predictor, β = 0.19, p = .08. While support from
family (β = 0.05, p = .69) and Capilano University staff (β = 0.08, p = .48) were not
significant predictors.
Additionally, participants who felt supported by their families also felt supported by
Capilano University staff, r(n) = .34, p = .005.
Religion and Mental Wellness
An independent t-test was used to compare mental wellness levels between nonreligious and religious students. The results indicated that non-religious students had a
slightly higher average score (3.70) than religious students (3.18).
Overall, religious students did not show improved mental wellness compared to nonreligious students. However, Sikh students felt more supported by their families r(68) = .32, p
< .01and Christian students felt the least supported by Capilano University staff and faculty

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r(68) = –.38, p < .01. Christian students also reported religious community as their biggest
source of support r(68) = .35, p < .01.
Social Support, Homesickness, Sense of Belonging, and Adaptation Levels
A Pearson’s r correlation analysis was conducted to investigate the relationship
between support from friends and adaptability to life in Canada. The results showed a
significant positive relationship between variables r(68) = .34, p = .004, indicating that
support from friends greatly impacted adaptability. A second Pearson’s r correlation analysis
revealed that students who were supported by friends felt less homesick, r(68) = .33, p =
.006.
A third Pearson’s r correlation revealed similar results: students who found it easy to
make friends in Canada were significantly less homesick r(68) = .41, p < .001. Students who
felt a sense of belonging also felt significantly less homesick r(68) = .55, p < .001. The
opposite was also true; a fourth Pearson’s r correlation revealed that students who had
difficulty adapting to life in Canada showed high levels of homesickness r(68) = .57, p <
.001. A fourth Pearson’s r correlation revealed that students who felt supported by Capilano
University faculty and staff also felt part of the community r(68) = .49, p < .001. Lastly, a
fifth Pearson’s r correlation revealed that students who easily adjusted to life in Canada had
increased levels of mental wellness r(68) = .58, p < .001.
Finally, a simple linear regression was conducted to investigate whether social
support yields higher levels of adjustment to life in Canada. The results showed that social
support predicted adaptation β = 0.59, t(68) = 5.82, p < .001. The model showed
approximately 33% of the variance in adjustment to life in Canada, R² = .33, F(1, 68) =
33.91, p < .001.

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Sources of Social Support and Mental Wellness
To determine which source of social support yielded the most and least homesickness,
a Pearson’s r correlation analysis was conducted. Results showed that participants who
received more support from family in origin country were more homesick r(68) = –.44, p <
.001, while participants who had and relied on friends made in Canada felt less homesick
r(68) = .42, p < .001.
Additionally, a multiple regression was conducted to investigate whether different
sources of social support yield better mental wellness. The overall model was not statistically
significant, F(5, 64) = 1.42, p = .228. However, it accounted for 10% of the variance in the
variable mental wellness, R² = .10, adjusted R² = .03. However, friends made in Canada were
a significant predictor of increased mental wellness, β = 0.76, t(64) = 2.31, p = .024.
Nationality, Adaptation, Sense of Belonging, and Preferred Social Support Sources
A Pearson’s r correlation analysis was run to examine the relationship between
nationality and sources of social support; the analysis revealed that Indian students felt most
supported by their families r(68) = .44, p < .001. A second Pearson’s r correlation revealed
that Indian students also felt supported by the Capilano University faculty and staff r(68) =
.36, p = .003. A third Pearson’s r correlation analysis revealed the opposite for Brazilian
students; the results showed that they felt the least support from their families r(68) = –.32, p
= .006. A fourth Pearson’s r correlation reviewed similar results for Japanese students who
felt the least support from their families r(68) = –.34, p = .005. An additional Pearson’s r
correlation revealed that Indian students reported a high sense of belonging r(68) = .31, p =
.010. In contrast, Brazilian students felt the least sense of belonging r(68) = –.32, p = .007.
The Impact of Gender on Adaptation and Ability to Form Friendships

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To better examine the relationship between gender and homesickness, a Pearson’s r
correlation was conducted; male participants showed less homesickness r(68) = .36, p < .01,
while female participants showed increased homesickness, r(68) = –.31, p < .01.
A second Pearson’s r correlation was conducted to examine the relationship between
gender and difficulty making friends in Canada. Male participants easily formed new
friendships r(68) = .46, p < .001. In contrast, females showed increased difficulty making
friends, r(68) = –.35, p < .01. Male participants also reported feeling more supported by
friends made in Canada r(68) = .33, p < .01, while females found it hard to feel supported by
friends made in Canada r(68) = –.32, p < .01.
Discussion
The purpose of this study was to investigate the impact of social support on the
mental wellness and experience of international students while studying in Canada. Many
factors can influence a student’s life; this study took into account nationality, religion, and
gender as factors that might influence their overall experience.
Contrary to previous research, social support was not strongly linked to increased
mental wellness among the Capilano University international student population. Religion
was not a strong predictor factor since non-religious students reported marginal improved
mental wellness. I also analyzed how different sources of social support could impact overall
mental wellness, and the findings we obtained are consistent with previous research. My
findings suggest that students with more friends made in Canada were better adjusted, had
less homesickness, and improved mental wellness. These findings were consistent across all
nationalities. Support from family could not be generalized since only Indians and students
who identified as Sikh felt supported by their families. At the same time, other nationalities
did not report familial support.

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Another point to consider is the differences between genders. Our findings suggest
that males felt less homesick, had less difficulty adapting and making friends, and found
more support in them. In comparison, female participants felt more homesick and had more
difficulty adapting, forming friendships, and relying on them for support.
Support from Capilano University faculty and staff had mixed results. Only students
who identified as Sikh or Indian felt like professors supported them. The same pattern
followed with the sense of belonging: Students who felt more supported by faculty and staff
had more friends in Canada and felt more connected to the community.
Nationality and religion seem to play a significant role in students' adaptation levels,
sense of belonging and reporting professors as the main sources of support. Christian and
Brazilian students showed significant difficulty adapting, had a low sense of belonging and
did not report professors as sources of social support. In contrast, Indian and Sikh students
reported professors and family as their main source of social support, as well as a high sense
of belonging to the Capilano University community and easier adaptation to life in Canada.
Interpretation of Findings
One of the main points found in this data was that students with more friends made in
Canada were happier and had better adaptation. Hendrickson et al. (2011) found similar
results in a Hawaiian university; students who reported high levels of mental wellness and
less homesickness had more friends made in Hawaii. English et al. (2022) found that
attentiveness and support from professors were fundamental for improved mental wellness
and a greater sense of connection and belonging during the COVID-19 lockdowns. Similar
results were also found at Capilano University; students who felt supported by their
professors felt more sense of belonging and less homesickness. Aflakseir (2012) found that
Muslim students in England had improved mental wellness and a more positive attitude to
life compared to non-religious students. These results could not be found at Capilano

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University. Our results showed the opposite effect: Religious students did not report
significantly improved mental wellness compared to non-religious students.
Many studies were conducted on the fundamental role of social support in students'
mental wellness and lives. As an international student myself, the findings of this research
speak to the difficulties I faced upon arriving in Canada. Fortunately, I moved to Canada
when I was still in high school, so my adaptation period was less stressful than those who
decided to come to Canada to pursue their associate or bachelor’s degrees.
The results shed light on the positive aspects of a student's life, such as the ability to
form new friendships and build connectedness with a new community and the not-so-good
aspects of student life. The results serve as a diagnostic of our international student
population. The experiences of Indian students at Capilano University seem positive, while
Brazilian and Japanese students seem to struggle. The results could help the Capilano
University governing body address areas where students seem to be struggling.
Limitations
It is important to consider several limitations when interpreting the research findings.
Our limited participant number can impede the generalization of the data to the greater
population of international students in Canada. Another point to consider is that our study
was composed mainly of female participants (N = 56), and males represented a very small
portion of all participants (N = 10). Although a significant relationship was found between
gender, adaptability, and ability to form friendships, there should be caution when applying
these findings to greater populations since they may not represent the actual population.
Finally, the topic of our research could be felt to be invasive. Although our study was
based on a strengths-based approach to mental wellness, talking and participating in surveys
that directly address difficulties participants may be facing could have influenced self-report
accuracy and deterred potential participants from participating.

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Directions for Future Research
There is much to learn from the unique experiences of international students and the
breadth of their lived experiences, which they bring to the Capilano University community.
Future research could build on these findings by developing a more comprehensive survey
that measures anxiety and depression levels and adding Capilano University services as a
possible source of social support.
A possible way to expand on religion as a mediator factor of adaptability and
improved mental wellness was addressed in a study by Qi et al. (2021), where religion was
seen as something which brings peace, tranquillity and stability to students' lives. Our study
used religion and religious communities as mediators in mental wellness; however, we lacked
the depth and meaning religion can bring to students' lives. Expanding on the role of religion
in well-being and a sense of belonging could yield a deeper understanding of how universities
could better support students from different faiths.
Another thing to consider is expanding recruiting efforts and finding better ways of
reaching students electronically. Using the Capilano University student email directory and
sending survey information and invitations via student email could yield greater numbers of
participants.
Conclusion
Although previous studies support the notion that social support and religion improve
mental wellness, the present study challenges it. Furthermore, the findings highlight the
importance of connectivity and a sense of belonging to one's community. It also provides
insight into the role of forming friendships and adapting while living in Canada. When
interpreting the findings of this research, it is important to consider its limitations, such as the
limited number of participants and female participant dominance. Nevertheless, the results
found in this research could be useful for better policy implementation at Capilano University

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and serve as a temperature check on how healthy and supported international students who
attend Capilano University feel.
The purpose of this research was to study the impact of social support on the mental
wellness of international students. However, it was also about the experiences, both positive
and negative, that these students have every day. I entered this research intending to
investigate how social support improved students' lives. I am leaving with great compassion
and hope that struggling students can adapt, form friendships, and have a positive experience
in Canada. Our results reflect what the living and breathing Capilano University student
population truly is like.

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