From shame to strength: emotional and meaning-making processes among academically suspended Chinese international students
研究了中国留学生在美国大学被学业停学后的短期情绪反应、支持需求以及长期意义建构过程，揭示了停学带来的情绪冲击和成长潜力，对高校支持系统有启示。
While research on college student retention and attrition has grown, involuntary withdrawal through academic suspension remains largely overlooked. Even less is known about the lived experiences of academically suspended international students. This study addresses this gap by examining the short-term emotional responses, support following suspension, and long-term meaning-making processes of Chinese international students who experienced academic suspension at a U.S. institution. Using in-depth interviews with 14 participants, the study identified three key themes: (1) intense emotional reactions to suspension (e.g. shock, shame, anxiety), shaped by fears of academic failure, visa issues, and familial disappointment; (2) the crucial role of institutional, parental, and peer support in providing practical guidance and emotional reassurance; and (3) long-term growth, increased independence, and mindset shifts resulting from the suspension experience. By taking a retrospective perspective, the study captures the full trajectory of how students responded, processed, and made sense of these disruptive experiences over time. Ultimately, the findings illuminate the emotional toll and transformative potential of academic suspension, calling for more culturally responsive and emotionally attuned institutional support systems.