Burning Both Ends: A Conceptual Model for International Student Employee Burnout Prevention and Supervisory Practice in Higher Education

As growing numbers of international students engage in on-campus student employment, the burnout they experience remains underexamined. This conceptual article introduces a practitioner-informed, theory-driven Burnout-Responsive Supervision Model to explore how International Student Employees (ISEs) in global higher education navigate the dual identity of student and employee. The model identifies five core stressor domains—conflicting cultural norms, labor expectations, limited supervision, marginalization, and compliance pressures—that can lead to imposter syndrome, emotional exhaustion, and disengagement. It positions supervision as a pivotal factor in either exacerbating or relieving these challenges. Drawing on peer leadership, trauma-informed care, and Restorative Practices, this article urges institutions to adopt inclusive, culturally responsive supervisory strategies. By addressing both structural and cultural drivers of burnout, the model offers a holistic framework to enhance student staff development and support ISEs more effectively within global campus communities.