Resolution on protecting non-EU/EEA international students’ rights in Northern Europe

Over the past few years, the rights of international students outside of the EU and EEA countries have been deteriorating across the Baltic and Nordic countries. Growing financial barriers, restrictive immigration policies and discriminatory practices have become recurring challenges for international students, unfolding an increasingly alarming pattern in Europe. The European Students’ Union (ESU) expresses deep concern about these tendencies and urges the governments of the Nordic and Baltic countries to reshape the direction of policy-making to ensure that international students feel welcome and supported in the countries where they study. 

Across many of the Northern European countries, studying for international students has become more expensive and less secure. Tuition fees and income requirements are rising, while access to the job market is becoming increasingly difficult. In some countries, such as Iceland and Denmark, governments have proposed shorter time limits for finding employment in order to maintain a residence permit. This is especially problematic given that non-native speakers already face significant barriers to securing work. In Finland, a large share of jobs are never publicly advertised. Additionally, Lithuanian, Latvian and Swedish governments have introduced limits on international students’ working hours without providing realistic alternatives to cover living costs, increasing the risk of financial insecurity, exploitation, and employment. In Denmark, obtaining a public transportation discount can come at the expense of losing a residence permit. Instead of helping students build stable lives and careers, these policies create financial stress and push many international graduates to leave, despite the government’s claims of wanting to attract and keep international students.

At the same time, more rules are being introduced that limit students’ ability to bring or stay with their families. Latvian, Danish and Lithuanian governments are considering bans on family reunification for 1st and 2nd cycle students or restricting work permits for spouses. In Iceland and Denmark, institutions are changing admission procedures at the last minute. Governments across the region, including those of Iceland, Denmark and Sweden, are also introducing stricter academic requirements without considering students’ needs or the realities of different study programmes. In Iceland, these restrictive measures are set to affect students who are currently enrolled and who arrived in the country to study under different expectations and conditions. For students, these administrative changes are not minor – they can determine whether living in a country is possible at all.

Nordic and Baltic national unions of students also report worrying examples of invasive or discriminatory practices. These include unannounced immigration checks in dormitories or classrooms, as well as public debates and policy documents that single out students of particular nationalities as “the problem”. Such narratives often rely on cherry-picked statistics while overlooking other groups with similar or higher enrolment numbers. When certain countries of origin are highlighted and others are omitted, this creates a narrative that blames particular groups of students for alleged “misuse” of residence permits. This selective framing amounts to racial, cultural and nationality-based profiling. It stigmatises entire communities, damages trust, and fuels suspicion and harassment, including immigration raids and checks that disproportionately target people based on appearance, language or passport rather than behaviour.

Such approaches fundamentally contradict the basic principle that international students are rights-holders, not just temporary guests. Under European and international human rights law, everyone within a state’s jurisdiction is entitled to equality before the law and protection from discrimination. The EU Charter of Fundamental Rights prohibits discrimination on grounds such as race, colour, ethnic or social origin, language and nationality, and states that “any discrimination on grounds of nationality shall be prohibited” within the scope of EU law. The broader European non-discrimination framework further emphasises that public authorities must not directly or indirectly discriminate, especially in key areas such as education and access to services. Furthermore, Directive (EU) 2016/801 stresses the need to reduce administrative burdens, enabling mobility within the EU and making Europe more attractive for international students.

ESU reaffirms that internationalisation is an essential component in higher education. It is a way to foster intercultural exchanges, deepen understanding in multicultural dimensions and is an integral part of any higher education institution. Internationalisation is a strength. Hence, international students must be seen and valued as equal members of academic communities and broader societies, but not as a potential threat.

Therefore, we urge the governments of Sweden, Latvia, Iceland, Norway, Denmark, Lithuania and Finland to: 

• Protect residence, work and family rights. Governments must withdraw restrictive legislation, ensure students can finish their studies under the conditions they arrived with and provide post-graduation pathways with enough time to find employment. 
• Ensure transparent, fair and evidence-based migration procedures. Migration systems must operate with clarity, fairness and predictability. Students must be protected from invasive checks, racialised narratives and sudden, unannounced policy changes.
• Improve financial support and reduce barriers to study. Governments should develop comprehensive scholarship systems, create realistic financial support mechanisms and ensure transparent and ethical recruitment practices.
• Improve access to employment and language learning. Governments and employers must reduce barriers by addressing discrimination, expanding anonymous recruitment and affirmative action, along with providing access to language courses. HEIs should strengthen career and working-life services to support transition into employment.
• Inclusive and participatory policy-making. Decisions affecting international students’ rights must be made in partnership with students and higher education institutions. The policies need to reflect students’ lived experiences and uphold European standards of accessibility and participation.