Not Quite Here, Not Quite There: Reflections from an International Psychology Student

28 February 2026

‘Not quite here, and not quite there.’ This phrase resonates with a familiar experience for many international students. Although embedded within a United Kingdom academic institution, international students often feel distant, isolated, and disconnected from the everyday social environment that shapes a sense of belonging.

The identity for an international psychology student often switches from a ‘Psychology student’ to an ‘International student’; international students might even categorise themselves as someone who does not fully fit either of these. This ‘in-between’ position reflects a sense of liminality – the idea of ‘betwixt and between’ (Williams, 2001), where international students navigate their identities and belonging during periods of transition.

Liminality does not simply describe transition in international students – it captures the psychological experience of existing between two, or even multiple, established identities. For international psychology students, they are primarily psychology students engaging with research; in other contexts, they are rather defined by their cultures and nationalities. The constant shift of self can be very disorienting.

Tajfel & Turner (2004) proposed the Social Identification Theory (SIT), which argues that individuals define part of their self-concept and self-esteem based on the social groups they belong to. In the case of international students, they often belong to multiple groups, for example, a group from their own culture and a group from their major, meaning their identities constantly shift through interactions and their adaptations to the groups they align with.

International students are then ‘stuck in the middle’, as this multiplicity might create not only opportunity, but also tension for them. While belonging to multiple social groups broadens students’ cultural awareness, it also leads to identity ambiguity (Marginson, 2014).

This sense of inclusion is also not solely limited to group membership. International students can be physically present in academic institutions while feeling psychologically peripheral (Bradley, 2000). This feeling often becomes a barrier to networking, communication styles, academic performance and representation of voices from international students (Poyrazli & Grahame, 2007).

With partial recognition from the in-group, emotional impact extends beyond social discomfort to self-doubt, which puts international students at a higher risk of poor mental wellbeing (Alshammari et al., 2023).

Cultural transition extends beyond social adjustment; it also shapes how psychological knowledge is interpreted by international students. Fundamental concepts and theories in psychology are often based on Western beliefs (Mpofu, 2002).

For example, ideas about individualism in attachment theory or help-seeking behaviour in mental health may differ significantly between cultures. Psychology therefore not only reveals cultural differences socially, but also exposes how theories claimed to be universal may not always be universally applicable (Brock, 2016).

However, this feeling of ‘not quite here, not quite there’ might cultivate resilience. Experiences of displacement may eventually become a source of self-awareness and strength throughout an academic journey.

Research by McKeering et al. (2021) suggests that international students who have spent longer periods outside their home country tend to develop stronger resilience. What initially feels like uncertainty may gradually become a foundation for confidence and competence.

Psychology itself provides language to understand these feelings through concepts such as identity development, belonging, and cultural adjustment.

Learning to speak up, seek clarification, and share alternative cultural perspectives becomes not only an academic skill but also an act of self-definition.

In this way, the ‘in-between’ space is not merely a source of tension — it can also become a space of growth, perspective, and strength.

Why international students matter for psychology

Psychology aims to benefit wider society and enhance human lives (American Psychological Association, 2013). International students do not simply adapt to existing psychological systems; they also contribute to reshaping them by bringing diverse perspectives and cultural frameworks.

When psychological research and practice incorporate diverse cultural viewpoints, assumptions previously shaped primarily by Western contexts are challenged and expanded.

The perspective of being ‘not quite here, not quite there’ is therefore not a deficit, but an intellectually generative position that enables critical reflection on what is often presented as universal.

Embracing international voices is not simply an act of inclusion but a meaningful step toward building a psychology that genuinely reflects global human experience.

References

Alshammari et al. (2023). Exploring How Cultural Identity and Sense of Belonging Influence the Psychological Adjustment of International Students.

American Psychological Association (2013). Science of Psychology.

Bradley (2000). Responding effectively to the mental health needs of international students.

Brock (2016). The Universal and the Particular in Psychology.

Marginson (2014). Student Self-Formation in International Education.

McKeering et al. (2021). Wellbeing and resilience in international students.

Mpofu (2002). Psychology in sub-Saharan Africa.

Poyrazli & Grahame (2007). Barriers to adjustment.

Tajfel & Turner (2004). Social Identity Theory.

Tan (2025). International psychology.

Williams (2001). Liminality Among European Exchange Students.