Fangchen Wang

Fangchen Wang

July 24, 2025

Chinese international students, Social media platform, Mental health, Cultural context.

Depression is a global public health concern. This study investigates the role of social media platforms in the mental health of Chinese international students studying in Melbourne, Australia. Using a qualitative approach, the research is based on in-depth interviews with 20 Chinese students who have experienced symptoms of depression during their time abroad. The participants were recruited through university counseling services and local community organizations. The interviews explored their daily social interactions, patterns of social media use, coping mechanisms, and the unique challenges they face as international students in a cross-cultural environment. Findings reveal that social media plays a dual role in the mental health experiences of these students. On the one hand, social media platforms provide vital channels for maintaining connections with family and friends in China, offering emotional support and a sense of belonging. On the other hand, excessive or passive use of social media can exacerbate feelings of isolation, anxiety, and homesickness, particularly when students compare their lives to the seemingly idealized lives of others online. The study also highlights the importance of online peer support groups and mental health communities, which can offer valuable resources and a safe space for sharing experiences. Overall, the research underscores the complex interplay between social media engagement and mental health among Chinese international students. The insights gained contribute to a deeper understanding of how digital communication tools can both support and challenge the well-being of students in a foreign cultural context. These findings have implications for universities, counselors, and policymakers seeking to enhance mental health support services for international students.

© 2025, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license