Belarus

In Belarus, safeguarding frameworks for children and adults exist in legislation, but practical implementation is shaped by broader political, social, and institutional challenges. The Law on the Rights of the Child and various decrees outline the protection of children from abuse, neglect, and exploitation, with interventions coordinated by local social protection departments and education authorities. For adults, especially women, the elderly, and individuals with disabilities, laws do exist to address domestic violence and support vulnerable populations, but these are not always consistently applied. Key safeguarding concerns in Belarus include underreporting of domestic violence, institutionalisation of children, and limited public trust in social services. Cultural attitudes may favour keeping family issues private, and fear of state involvement can deter individuals from seeking help. Belarusian students in the UK may therefore be unfamiliar with or hesitant to engage with safeguarding procedures, particularly if their prior experiences involve limited or punitive forms of support.

Mental health in Belarus remains a sensitive topic, often accompanied by stigma and misconceptions. Although psychiatric care is available through the public health system, the mental health sector retains a strong biomedical focus, and community-based or preventative care is underdeveloped. Mental illness is frequently viewed through a lens of social taboo or weakness, and individuals may be reluctant to seek psychological support unless symptoms are severe. These attitudes can impact how Belarusian students engage with wellbeing services in the UK—they may be cautious, unfamiliar with counselling, or concerned about confidentiality. However, younger generations, especially those exposed to international education and digital mental health resources, may be more open to engaging with support. UK university professionals can help by offering culturally sensitive, discreet mental health services, building trust through clear communication, and framing support as a normal, proactive part of student life. Recognising potential hesitation and offering flexible, empathetic approaches can significantly improve engagement and outcomes.