Abstract
The nature and the wellbeing of students have been exhaustively discussed in academia from the 19th century. The unravelling of the visible and invisible challenges pertaining to students’ wellbeing is a common practice in UK higher education (HE). Society has been channelled into thinking that highly visible support systems in HE enhance students well-being. This study provides perspectives from international students, in particular Black African students, on their experiences in higher education, in relation to acquiring relevant support services for their well-being. The study identifies the indignation aroused in HE with regards to the challenges faced by the students. Findings indicate that there is a dichotomy between what is generally accepted as students’ well-being and what they encounter in the course of their student life. In view of the recurring issues that affect the student’s high level of well-being, coping strategies have been adopted by the international students to maintain their status quo. The study concludes by arguing that UK HE institutions, should consider within its main stream services and systems, the wellbeing and coping mechanisms for international students, which supports their critical moments of dissatisfaction whilst undertaking their studies in a foreign country. This will ensure a meaningful social life and positive wellbeing for all students, irrespective of their country of origin.