As part of my thesis, The Psychosocial Distresses and Issues of Foreign Students at the
University of Ljubljana, I aimed to investigate the psychosocial challenges faced by foreign
students at the University of Ljubljana at the beginning of their studies. The study focuses on
how these students cope with such issues, the nature of relationships between domestic and
foreign students, what can be done to facilitate the assimilation process, and how their social
position changes after studying abroad for several years. The theoretical part begins with a
definition of adolescence, the stages of adolescent development, and the concept of post
adolescence. I then address the challenges, protective factors, and psychosocial issues
commonly experienced during adolescence. This is followed by a discussion of migration in
general, migration in Slovenia and educational migration. The final part of the theoretical
framework explores the status of foreign students in Slovenia, their legal rights, and the specific
challenges they face. I conclude by highlighting general psychosocial difficulties encountered
by students. The empirical part of the research involved qualitative interviews with seven
foreign students from various countries of the former Yugoslavia, all of whom were enrolled in
different faculties at the University of Ljubljana. Using partially standardised interviews, I
found that foreign students experienced a range of psychosocial difficulties, often related to
limited knowledge of the Slovenian language and the effects of the covid-19 pandemic.
Participants also reported feelings of alienation, rejection, and loneliness. Additional challenges
included difficulties with understanding study materials, adapting to independent living in a
new environment, and coping with stress and anxiety. Students identified various practical
issues, such as problems with finances, housing, residence permits, the healthcare system, and
access to psychosocial support. These challenges were most commonly managed through
conversations with trusted individuals, social support, and participation in various activities. To
ease the adaptation process, participants emphasised the importance of peer support from senior
students, faster processing of residence permits, multilingual administrative documents, and
access to scholarships. Regarding the relationship between domestic and foreign students,
participants described initial experiences marked by prejudice, indifference, non-acceptance,
and condescending treatment. However, over time, they observed improvements in these
relationships, including greater acceptance, reduced feelings of alienation, and increased
understanding and mutual support. After several years of studying and living in Slovenia, the
participants reported improvements in language proficiency, comfort, adaptation, personal
growth, and integration into their new environment.
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