Supporting International Students: A Holistic and Relational Approach

Misook Kim Rylev, International Student Director, Rosmini College

At Rosmini College, Misook Kim Rylev advances international student engagement through strategic partnerships, cross-cultural leadership, and student-centered support. With deep expertise in global recruitment, relationship management, and international education systems, she strengthens global pathways while championing diversity and inclusive academic communities.

International education is far more than academic placement; it is about trust, belonging, and partnership. When families send their children across the world, they are entrusting us with what matters most to them. Supporting international student success, therefore, requires more than systems—it requires heart, cultural awareness, and a strong sense of responsibility.

As an International Student Director, I see my role as leading a system of care that supports students academically, socially, and emotionally. The goal is to help them grow as well-rounded individuals rather than simply managing a process.

Essential Skills in Supporting International Students

Supporting international students requires empathy, cultural intelligence, proactive communication, flexibility, and, most importantly, teamwork. Students navigate a "double burden"—mastering a new curriculum while simultaneously decoding a new language, social environment, and living arrangement. No single person can meet all these needs; it takes a coordinated team.

Our support begins before arrival. Once enrollment is confirmed, we connect the student, parents, caregivers, and student ambassadors online so the student feels safe and welcomed before their first day. Within the school, we utilize a structured team:

• International Student Coordinator: Manages daily operations and initial screenings.

• Wellbeing and Accommodation Coordinator: Builds trusted relationships with homestays, parents, and Designated Caregivers (DCGs).

• Academic Mentor: Monitors progress alongside the Head of ESOL, subject teachers, form teachers, and year-level deans to ensure a cohesive academic approach.

We are proud signatories to New Zealand’s Education (Pastoral Care of International Students) Code of Practice, ensuring we meet the highest standards for safety.

Structured Support Systems

• The Homestay Buddy System: Uniquely, 100% of our homestays are Rosmini families. This means international students live with a "homestay brother" who attends the school, providing immediate peer support in all aspects of life, from home to the classroom.

• The School Buddy System: To facilitate a smooth transition, every new student is also assigned a buddy by their form teacher. This peer mentor helps them navigate the early stages of settlement into Rosmini school life, fostering confidence and lasting friendships.

"Supporting international student success requires more than systems— it requires heart, cultural awareness, and a strong sense of responsibility."

• The Ambassador System: We run a two-tiered weekly meeting structure. Every Tuesday, the whole cohort meets with all ambassadors. Additionally, ambassadors hold smaller meetings with assigned groups of 4–5 students. This small ratio allows for genuine friendships and a safe space to ask for help with daily school life.

Bridging Academic Support and Student Wellbeing

Academic success and well-being are inseparable. A student who feels safe and supported is far more likely to engage academically. We focus first on helping students feel settled through our International Ambassador program. Each ambassador is assigned 4–5 international students, looking after their group members and checking on their well-being to catch any issues early.

During school hours, our International Student Coordinator is the central point of contact, assisting with any immediate needs and coordinating directly with school teachers and relevant staff members to ensure students have what they need in real-time.

While the coordinator manages daily school-based needs, the well-being coordinator ensures the student’s home life is stable. We recognize that our students have different living arrangements: some live in school-arranged homestays, some live with their parents here in New Zealand, and others live with a Designated Caregiver (DCG) appointed by their parents. Regular communication between the school and these diverse home environments allows us to respond quickly to concerns. We pay particular attention to "re-entry" homesickness after holidays, ensuring that students have the emotional scaffolding needed to thrive.

Creating Belonging with Diverse Activities

Integration must be intentional rather than left to chance. We use structured peer relationships and a massive range of shared experiences to build these bridges:

• The Ambassador System: We run a two-tiered weekly meeting structure. Every Tuesday, we hold a form class for the whole cohort to meet with all ambassadors. Additionally, ambassadors hold a separate, smaller meeting with their assigned group of 4–5 students. This small ratio allows ambassadors to build genuine friendships and provide a safe space for students to ask for help with daily school life.

• Diverse Engagement & Unique Opportunities: On top of traditional extracurriculars like sports, music, and art, we offer more than 50 different clubs, ensuring every student finds their "tribe." This includes world-class programs like our Aviation Club—New Zealand’s first airplane build club—where students recently completed a two-seater light aircraft.

• Collaborative & Global Learning: We foster social bonds through specialized programs like our "Over the Back Fence" club, which connects students with peers worldwide, and our Religious Education tutoring, where local students help international peers master a challenging subject in a relaxed, friendly setting.

Fostering Inclusive Communication

Clear, respectful, and consistent communication is essential. We avoid assumptions and recognize that different cultural norms shape how families express concerns or ask questions.

Transparency and visibility are key. Alongside daily updates, we publish a monthly international newsletter for parents, caregivers, and agents. We also prioritize face-to-face community building by holding termly morning teas with homestay families, parents, and caregivers. This ensures the entire support network feels connected, valued, and has a direct line of communication with our team.

My own identity and experience—living in an international family and being a parent—give me a deeper understanding of the hopes families have. Whether parents are living here in New Zealand with their children or supporting them from overseas, I want them to feel they are on the same journey with us, working as vital partners in the students’ education.

Trends Shaping the Future of International EducationThe future of international education is increasingly focused on quality, well-being, and long-term value over short-term enrollment numbers. Families are increasingly looking beyond academic results. They want assurance of well-being, safety, integration, and personal growth.

There is also a shift toward longer-term enrollments as families see the value of full cultural and language immersion. At our school, this is supported by a "whole village" philosophy, with visible support from the Senior Management Team, Headmaster, and Board of Trustees.

Our Headmaster, Mr. Nixon Cooper, embodies this approach. His visible presence on campus and his kindness and availability to parents, staff, students, and visitors are truly inspiring. His leadership reminds us that everything we do is about people. While no school is perfect, through teamwork, reflection, and open communication, we continue to improve, helping students grow into well-rounded young people and future leaders—leaders who care for people, as true leaders look after their own.

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