Creating a supportive community: How current OT students can foster belonging for newcomers
This past summer, I had the privilege of conducting a project that examined the facilitators and barriers faced by East Asian internationally educated occupational therapists (IEOTs) as they transition to practicing in the United States. Many IEOTs, despite having years of experience in their home countries, re-enter occupational therapy and occupational therapy assistant programs to advance their careers in a new country, contributing unique perspectives to the field. This project highlighted the multifaceted journeys of IEOTs, bridging their past experiences with the challenges and opportunities of adapting to a new professional and cultural environment. Stakeholders in this project included current and former internationally educated students, faculty, professors, and program directors. Through this work, I gained insight into the challenges IEOTs face, specifically those related to arriving as foreigners and adjusting to a new culture.
As I reflected during the project, I realized that many uncertainties IEOTs experience academically and socially aligned with my feelings and experiences before starting OT school. The desire to belong and thrive is universal. All OT and OTA students face challenges, whether adjusting to a demanding academic workload or building new friendships within the program. Fostering a sense of community and belonging is essential for all incoming students from diverse backgrounds, regardless of race, ethnicity, gender, or socioeconomic status. Here, I’d like to share some ways we, as current student leaders, can help create academic and social belonging for allstudents.
Classroom Culture
The classroom culture in occupational therapyschool differs from typical college classes; it is very interactive, with dynamic exchanges between instructorsand students, active labs, and group discussions. Ensuring that everyone feels able to participate means accommodating diverse learning needs and backgrounds. From my project, I learned that IEOTs found closed captioning valuable in classrooms, helping them fully process information when they might not entirely catch spoken content. Small adjustments like this can create a more inclusive learning environment for all OT and OTA students, regardless of background.
Academic Programs
From application to graduation, the journey through occupational thearpy school is long, and students come with varied aspirations (clinical practice, research, academia, etc.). It’s crucial to help them make informed choices about programs that align with their goals. As current students, we can offer insights and share experiences unique to our programs, allowing incoming students to gauge which institutions might best match their interests.
Health Care Resources
Occupational therapy students may face health challenges—injuries, illnesses, disabilities—that require a range of health care services, including therapy. Ensuring students have access to these is essential. However, navigating the U.S. health care system can be daunting, especially for IEOTs who may be unfamiliar with U.S. terminology and policies. Students with disabilities or those adjusting to a new city may need extra support. As student leaders, we can help by providing clear information on accessing student health centers and other services, supporting both the physical and mental well-being of all students.
Social and Community Support: Navigating the City
IEOTs, along with other incoming students, often arrive with limited knowledge about their new city or neighborhood. Many rely on Google Maps or online reviews to find housing, but they don’t truly know what their experience will be like until they arrive. To support these students, we, as current students, can offer guidance on housing, transportation, and nearby resources. For example, what apartment complexes are popular among students? Where are the nearest grocery stores? How safe is the area? Could we organize carpools to make events accessible to those without cars? Student leaders can create resources, host social events, or develop mentor-mentee programs within student organizations to foster community and social belonging.
In conclusion, every student deserves a positive occupational therapyschool experience, regardless of background. A diverse student population brings unique perspectives and experiences, making it essential to create a supportive and inclusive environment that promotes collaborative learning and enriches the overall experience for everyone. As current student leaders, we can draw from our own experiences to foster a supportive environment and create resources that make a difference for incoming students. By doing so, we can leave our OT programs even better than we found them.
Yewon Lee is a third-year occupational therapy student at Washington University in St. Louis. She received her Bachelor of Health Science with a minor in Sociology at the University of Florida. She loves journaling, traveling, and spending time with her family. She hopes to work in an acute care setting while also teaching to foster professional growth amongst prospective OT students.