“We are outdoor people, but now you find that you are staying indoors for two days.” A qualitative study on perceptions and experiences of African migrant students in China

Every year, thousands of African students migrate to high- and middle-income countries to pursue higher education. China has emerged as an educational destination for many of them. Understanding the impacts of migration on students is relevant for developing recommendations to support their psychosocial health. This study aims to explore the perceptions and experiences of Southern African migrants studying in China. This was a qualitative study that used semi-structured interviews (n = 20) and one focus group discussion with five participants. Data collection was conducted in English, in person in Nanjing, China, during 2024. Interviews were audio-recorded and transcribed. Coding and thematic analysis was conducted using Quirkos software. Thematic analysis identified three overarching categories, motivation to migrate, barriers as cumulative losses, and facilitators. Barriers included 1) language and communication, 2) cultural displacement and disruption of everyday practices, 3) economic constraints, 4) social isolation and relational loss, 5) racial discrimination, and 6) psychosocial impact as expression of migratory grief. Alongside facilitators such as 1) peer networks, 2) engaging in hobbies, 3) transnational ties and emotional support, and 4) safety. This study highlights the experiences of African students in China, characterized by challenges related to isolation, language barriers, cultural gaps, and financial stress, all of which affect their psychosocial health. Facilitators included learning Chinese, peer-support networks, establishing good relationships with their supervisors and/or colleagues, keeping close contact with their families and friends, and engaging in hobbies. Participants recommended institutions and governments to include measures for social integration, financial support opportunities, offering language courses, and ensuring access to peer-led initiatives and counselling. While students reported coping strategies, targeted strategies such as inclusive social events, Chinese language courses, and cultural orientation programs, could foster integration, support mental health, and optimize learning. Addressing these barriers and strengthening existing facilitators would enable institutions to create more supportive environments that promote academic success, wellbeing, and social connectivity for African students in China.