“I Wasn’t Okay, but I Had to Pretend”: The Emotional Toll of Visa Denials and Delays on African International Students Entering U.S. Higher Education

Abstract

International students often begin their academic journeys long before they arrive on campus. For many students, the path to studying in the United States includes navigating visa interviews, repeated delays, financial sacrifices, and long periods of uncertainty about whether their educational plans will materialize. While research on international student transition often focuses on experiences after students arrive, far less attention has been given to the emotional experiences that occur before arrival. This paper examines the often overlooked psychological and emotional impact of visa denials and prolonged visa delays on international students preparing to begin their studies in U.S. higher education. Drawing on qualitative narratives collected from international students across several African countries, the paper explores how visa uncertainty produces stress, anxiety, and emotional exhaustion even before students enter the classroom. Participants described months of uncertainty, repeated embassy interviews, and financial strain that shaped their emotional readiness for academic life. Many students explained that the pressure to remain strong for their families and communities required them to conceal emotional distress while continuing to pursue their educational goals. The findings suggest that pre-arrival visa experiences do not simply disappear once students reach campus. Instead, the emotional residue of these experiences continues to influence students’ confidence, sense of belonging, and willingness to seek support during the early stages of their academic transition. By bringing attention to these often-invisible experiences, this paper contributes to ongoing conversations about international student support and highlights the need for institutions to recognize the full trajectory of international student transition.