One of my fellow international classmates said to me at the very beginning of our first term, “I
don’t think I belong here.” This is not an uncommon feeling among international students. I
believe most people, if not every person, who moves far from home in pursuit of higher studies
shares a similar mindset. They often undervalue their worth and feel the need to compensate
with hard work, often not to prove something to others, but to prove to themselves that they
belong, that they have earned this opportunity fair and square.
For many international students globally, including at the U of M, excelling academically is not
the only challenge. Quietly, many battle imposter syndrome — feeling undeserving of their place
despite clear achievements. People who are Black, Indigenous, and People of Colour (BIPOC)
and work or study in predominantly White environments wrestle with imposter feelings at higher
rates, noted Kevin Cokley, a professor of psychology at the University of Michigan Ann Arbor.
Imposter syndrome describes the psychological experience of doubting one’s abilities, even in
the face of success. It can manifest as the fear of being “found out” as being less capable than
peers. While this feeling is not unique to international students, it can often be intensified by the
realities of studying in a new country.
International students at the U of M may navigate multiple layers of adjustment, such as
adapting to new academic expectations, communicating in a second language and living far
from family and support networks. On top of these struggles, Winnipeg’s extreme cold weather
and financial pressures silently add to the weight of expectations. These factors make moments
of anxiety and self-doubt more acute.
In this context, a strong sense of belonging is more than comfort — it is essential. Students who
feel connected to peers, faculty and campus life are better equipped to manage imposter
syndrome. A sense of belonging provides reassurance that self-doubt is temporary and normal,
rather than evidence of failure. Without this support, international students may feel isolated,
impacting both well-being and academic performance.
At the U of M, this issue is especially relevant. Winnipeg can be an isolating environment for
those unfamiliar with harsh winters. Another contributing factor might be the smaller
international student population in Winnipeg compared to larger cities. Although the community
is diverse, international students often find themselves outside of campus conversations, unsure
of where they fit in. Imposter syndrome matters because it affects more than confidence. It
influences how students participate in classrooms, how often they seek support and whether
they see themselves as capable of success. If this insecurity is left unaddressed, it can impact
students’ mental health, reduce engagement and even push them to leave programs early.
Universities often address international student needs through tutoring or bursaries. Despite
being valuable, these resources cannot replace the cultural and emotional support that a sense
of belonging provides. Building belonging means creating safe spaces for students to share

struggles, expanding mentorship programs and training faculty to acknowledge and validate
impostor syndrome.
At the U of M, many such supports are available for international students (see QR code). When
students feel they truly belong, they stop questioning their place and see themselves as part of
a community.