When I considered studying abroad in Paris, I pictured cafes, a trip to Dior, sightseeing and, somewhere lower down the list, my French university experience. As I prepared to depart, Tufts Global Education provided insight into immersing oneself into a new culture, seizing new opportunities and managing finances with too many spending opportunities and limited cash. Yet, what I wasn’t as well prepared for was a return to university life at Tufts and a rigorous academic schedule. Both proved to be more difficult than I had anticipated.
Returning from studying abroad feels much like being a transfer student: Resources are limited, and students are often reluctant to seek available support. While first-years are slowly introduced to college life with safeguards like wellness seminars, mentors, counselors and introductory activities, most students returning from study abroad are upperclassmen with several semesters of university experience behind them. Yet, despite familiarity with college life, returning study-abroad students experience a similarly difficult transition.
Senior Yahav Manor reflected on her semester in London in an electronic message to the Daily: “It was definitely a rough experience coming back to Tufts. Since I went abroad in the fall, I had a short turnaround between the time that I came back and the start of the spring semester (about 3 weeks). The difference in the rigor between the school I was in and Tufts is very very significant. I had a hard time the first month after returning with focusing on assignments, time management, and staying awake through all my classes that lasted until 9 pm (my latest class abroad ended around 3pm).”
Similarly, senior Evelyn Altschuler wrote about her year in Paris in an electronic message to the Daily, “After a year studying abroad in Paris, I came back to Tufts honestly depressed. I did not know how to deal with reverse culture shock, or missing simple things that did not exist at Tufts —like so many parks, an extensive metro system, and a very different work life balance. I wish Tufts prepared me more than just the one departure meeting we had before we left Paris to go back to Tufts.” Both students seemed surprised by the difficult reentry home.
Tufts’ website states that “Typically, 40-45 percent of Tufts undergraduates participate in full-year or semester-long foreign study programs around the world.” Many of these students will experience struggle and sadness due to leaving their host country and difficulty managing social, emotional and academic challenges upon return. A study from College of Saint Benedict and Saint John’s University reports that American students show much higher levels of skepticism of American culture after going abroad as they view the U.S. from their host country’s perspective. Students are more likely to drink alcohol upon return, especially because drinking culture abroad is very different from that of the U.S. This study also reported that, upon return, “Women who had studied abroad reported being less able to cope with anxieties, feeling more ‘blue,’ being less relaxed, and having more stress in their relationships with a significant other.” Yet, despite the prevalence of these sentiments, returning students may feel uncomfortable seeking help when their ‘struggle’ is a result of the privilege of having the opportunity to spend time abroad exploring a new country.
However, research shows direct links between the use of available resources and an easier transition. Studies show that support groups can strengthen the sense of community for returning students. A study from the University of Montana found, “Overall, participants’ responses revealed a need for an opportunity and a place where returning students can validate both their study abroad and reentry experiences.” Tufts does recognize these challenges.
Tufts Global Education supports students by hosting comprehensive sessions for both internal and external programs, including several based on identity groups or specific issues related to being abroad. Mala Ghosh, associate dean and senior director of Tufts Global Education, wrote in a statement to the Daily, “Students begin the re-entry process by completing end of term surveys and individual advising sessions with program staff.” Evan Lohmann, the assistant director of Tufts Programs Abroad, wrote in a statement to the Daily, “We also send out a ‘Life After Study Abroad’ reorientation guide to all returning students with additional resources on returning to campus after a semester/year abroad. This comprehensive document details the administrative procedures for receiving academic credit from abroad, encourages personal care, helps students integrate their international experience with life at Tufts, as well as how to apply their international experience to life after Tufts.”
While Tufts does a thorough job preparing students for departure and offers various resources for returning students, students may not fully understand the challenges ahead, and the impact of these initiatives may be lost amid the rush of preparations to leave. These resources seem extremely useful, but as many students do not initially recognize studying abroad as a drastic transition, they may not utilize these resources.
Tufts Global Education should invest in more programming to prepare students before they go for the difficulties they may face upon returning. As Altschuler wrote, “It would have been more useful to discuss this feeling of sadness/shock before coming to Paris—I would suggest at the pre-departure meeting. This way students know about it up front, and it doesn’t sneak its way into the final presentation before heading back to the states.” Tufts identity houses are also great resources; language houses could host events for students to speak the language and discuss their experiences abroad upon returning. Other events could include gatherings at restaurants with cuisine similar to that of the host country. Finally, Tufts could emphasize the availability of academic support services.
Reverse culture shock can feel insurmountable in the face of academically rigorous classes, short deadlines and a sense of loss leaving a host country. At Tufts, we need to normalize the difficulties students face upon returning in addition to preparing students for the trip. While Tufts Global Education does offer events that meet some of the needs expressed in this article, they are not offered each semester, leading to a lack of resources for all returning students. Tufts Global Education could play a greater role in the return experience by highlighting concerns before the trip, sponsoring return events with language houses, hosting language and cultural nights and providing enhanced academic support. Studying abroad is a privilege, and, with university support, we should strive to achieve a smooth journey throughout.
