This study examined the psychological and relational difficulties experienced by international students enrolled at a Korean high school. To address this gap, two rounds of in-depth interviews were conducted with six international students enrolled at K High School in Busan. Interview data were analyzed using qualitative data analysis procedures and organized into thematic categories.
The findings revealed that although the participants had positive perceptions of Korea, Korean culture, and the Korean educational environment, they encountered various challenges in their everyday school life. These include a school system centered on Korean students, limited opportunities for social and cultural experiences outside school, academic difficulties, emotional distance from teachers, and challenges in developing peer relationships. In particular, some participants who had enjoyed a strong sense of achievement and occupied central roles within their schools in their home countries perceived themselves as occupying more marginal positions in Korean schools, which was associated with feelings of isolation and frustration.
These findings suggest that international students in Korean high schools undergo a process of liminality, in which their self-understanding and sense of identity are continuously negotiated in new educational and cultural environments. Therefore, support for these students should extend beyond Korean language instruction and academic assistance to include comprehensive measures that promote emotional well-being, peer relationship development, effective communication with teachers, and meaningful cultural experiences, both inside and outside school.