How sustained mentoring can drive international students’ success

In today’s interconnected world, business, science and policy all cross borders. Having students from dozens of nations in one classroom exposes everyone – domestic and international alike – to new perspectives on leadership, problem-solving and ethics. Their presence is not just an enrichment – it’s an essential part of a 21st-century education. This is why supporting international students is so critical.

In discussions about international education, attention often focuses on recruitment numbers or arrival-day celebrations. Yet the real work of inclusion happens later – in the months and years when students are navigating unfamiliar academic expectations, social norms and professional pathways. This is where extended mentoring plays a critical role.

Our experience has shown that mentoring international students is most effective when it is treated not as a short-term orientation activity, but as a sustained relationship that evolves alongside students’ needs.

Supporting international students is a process, not a moment

Early in our work, we realised that orientation alone – however well designed – could not meet the long-term challenges that international students face. While students often perform well academically, many struggle to build meaningful connections beyond familiar cultural or linguistic circles. This is understandable: operating in a second language all day is exhausting, and social comfort matters.

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In 2017, we launched the Global Mentor Program at Pamplin College of Business, with the explicit goal of extending support beyond arrival and into students’ academic and professional journeys. The premise was simple: belonging develops over time, and peer relationships are one of the most effective ways to sustain it.

Designing mentoring for longevity

Incoming international students are paired with trained student mentors based on shared academic interests and goals. These mentors serve as consistent points of contact – someone students can turn to with everyday questions, concerns or uncertainties that may feel too small or informal for staff offices.

Crucially, the mentor relationship is designed to last beyond the first semester. Mentors check in regularly during key transition points, such as the first round of exams, course registration periods and internship searches. This continuity helps prevent the drop-off in engagement that often follows initial welcome activities.

Rather than relying on large-scale events, the programme prioritises low-pressure, relationship-driven interactions. These might include small group conversations, informal campus activities or simple check-ins. Over time, these repeated interactions help students gain confidence navigating both academic and social spaces.

Adapting mentoring as needs evolve

Sustained mentoring requires flexibility. As our programme grew, we expanded its scope based on student feedback and observed need. During the pandemic, for example, mentors shifted to virtual check-ins and online group discussions to maintain connection for students who were isolated on campus or studying remotely. These digital touchpoints proved effective in maintaining relationships and have since become a permanent part of the programme.

We also integrated academic and career-related conversations into mentoring relationships, working with campus partners to provide targeted guidance. International students often face additional layers of complexity when preparing for internships and employment, including unfamiliar résumé conventions, visa regulations and professional norms. In Germany, for example, applicants typically include a photo and marital status on a curriculum vitae, a detail that would raise eyebrows in the US. Our mentors and staff now run workshops on wide-ranging topics such as résumés, practical training opportunities, and the etiquette of networking dinners. Mentors help students navigate these topics by sharing experience, directing them to appropriate resources and reinforcing information over time rather than in one-off workshops.

Sustaining mentors and the programme itself

Long-term mentoring brings its own challenges. Student availability changes, enthusiasm can fluctuate and mentor transitions must be managed carefully. To address this, we provide ongoing mentor support, set clear expectations for time commitment and create opportunities for mentors to reflect on and share their experiences. When mentors graduate or step back, relationships are transitioned thoughtfully to maintain continuity for mentees.

Many international students later choose to become mentors themselves, creating a cycle of peer support that strengthens the programme and reinforces a sense of belonging across cohorts.

Results that matter

Over time, the impact of sustained mentoring becomes visible. International students report stronger social networks, greater confidence seeking support and a deeper sense of connection to the institution. Retention and graduation outcomes have improved, and alumni remain engaged because their experience feels personal rather than transactional.

Importantly, this model did not require a single large investment. It developed incrementally, with small adjustments made each year in response to student needs.

Our experience suggests that international student success depends less on how enthusiastically students are welcomed, and more on how consistently they are supported. Extended mentoring reframes orientation as the beginning of a relationship, not the end of one.

For institutions looking to strengthen international student outcomes, the lesson is straightforward: start with mentoring, commit to it over time and allow it to evolve. Belonging is not built in a week; it is built through sustained human connection.

Jennifer Clevenger is the director of international programs at the Pamplin College of Business at Virginia Tech.

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