Lost in translation: A systematic review of psychological distress among English-speaking degree holders in the French professional system.

Background Skilled migration is central to European labor market sustainability; however, the professional integration of foreign-trained degree holders remains uneven across national systems. In France, English-speaking migrants with higher education qualifications encounter structural barriers related to diploma recognition, language proficiency, and institutional practices. Despite increasing attention to migrant integration, limited scholarship has systematically examined the psychological implications of these professional constraints within the French context. Methods This study presents a systematic desk review of peer-reviewed literature, policy reports, and grey literature addressing the professional and psychological experiences of English-speaking degree holders in the French professional system. Sources were identified through structured database searches and policy document analysis, with thematic synthesis used to identify recurring structural and psychosocial patterns. Results Three interrelated findings emerge. First, complex and prolonged diploma recognition procedures significantly delay or fragment professional integration. Second, underemployment and occupational downgrading are widespread, leading to persistent skill underutilization. Third, these structural barriers are closely associated with psychological distress, including stress, anxiety, identity disruption, and diminished well-being. Language operates not only as a communicative barrier but also as an institutional gatekeeping mechanism limiting access to professional networks and career mobility. Informal coping strategies—such as reliance on expatriate networks, retraining, and alternative career pathways—partially mitigate these challenges, yet structured institutional support remains limited. Conclusion The evidence demonstrates a clear association between professional exclusion and psychological strain among English-speaking degree holders in France, revealing a structural–psychological integration gap. Future research Further empirical studies are needed to quantify mental health outcomes, examine longitudinal integration trajectories, and evaluate targeted institutional interventions that combine diploma recognition reform, bilingual professional guidance, mentoring frameworks, and integrated psychosocial support.