post phd defense depression

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The journey to get there is tough. The journey through is treacherous. Walking across that stage and having the hood descend over your head… priceless!

What we don’t talk about enough is the struggle bus that comes after graduation. During the journey there are many feelings of excitement, regret, unworthiness, loneliness, defeat, triumph, and the second wind (similar to what runners experience on long runs). Being called Dr. does not prevent these same feelings from rearing their ugly heads again and again in the post-PhD haze.

Graduation is exciting! You made it! It paid off! Then there is this weird haze where time passes as you re-enter the human existence. Because you have worked so hard for years before graduation, the year after graduation is spent reintroducing yourself to your friends, family, and co-workers. Once the haze wears off, the depression can set in.

What’s next?
When are you going to publish? You only have three years before your research is out of date!
When are you taking a new job?
What are you going to do with all your free time?

The truth is, you have spent years in a process, I swear, designed to break the human spirit. What’s next? Getting my shit together!

Publishing is the last thing on your mind, as serious imposter syndrome may have set in and you are terrified to reopen your dataset for fear of finding all the mistakes… then what?

A new job is a true goal for some, but for others this journey has not been about finding a new job.

And let me tell you about free time! All that free time is now spent catching up on all you missed while you were up to your eyeballs in research (kids, spouses, partners, friends, families, community engagements, self-care, personal health… you get the picture).

For me, I barely got into my program. I was the only leadership doc student in the technology, leadership and innovation program. My program was not a cohort program (pluses and minuses there). I was often one of two domestic students in my classes (grateful for that eye-opening experience). I was often the only one who worked full-time as well as went to school full-time. I met very few mothers, let alone mothers of young children (mine was 13 months old when I started) in my program. I was in courses with people who were building robots to fight fires when buildings became too dangerous for human fire fighters, and students trying desperately to discover better methods of growing wheat to help fight hunger in sub-Saharan Africa… you get the picture… I was there to study burnout. Spend years like this and it takes a toll on you.

Re-entry into the human existence is hard and takes a while. I had a similar experience when my son was born – the lack of control on time and energy, the serious lack of sleep, and the poor health habits that can form out of a necessity to simply survive. It takes a couple years, literally, to regain your focus, your strength, your schedule, and your time.

First, you over compensate for being “gone” so much to complete school. Then the pendulum slowly settles in the middle and you start to feel like a human again. Then you get to begin the work, addressing the imposter syndrome.

This may seem a bit extreme but trust me, some level of this exists for many doc students post-graduation, whether they tell you about it or not. However, knowing about it can help those headed in the same direction to prepare and feel normal as they process their post-PhD depression. You are not alone!

Dr. Anne Stark ( @ StarkAnneR ) is the Director, Residence Life and Education at the University of Central Florida. This story was published on April 6, 2018 , on Dr. Stark's blog (available here ), and has been republished here with her permission.

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Published on: May 07, 2019

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Managing While and Post-PhD Depression And Anxiety: PhD Student Survival Guide

Embarking on a PhD journey can be as challenging mentally as it is academically. With rising concerns about depression among PhD students, it’s essential to proactively address this issue. How to you manage, and combat depression during and after your PhD journey?

In this post, we explore the practical strategies to combat depression while pursuing doctoral studies.

From engaging in enriching activities outside academia to finding supportive networks, we describe a variety of approaches to help maintain mental well-being, ensuring that the journey towards academic excellence doesn’t come at the cost of your mental health.

How To Manage While and Post-Phd Depression

Why phd students are more likely to experience depression than other students.

The journey of a PhD student is often romanticised as one of intellectual rigour and eventual triumph.

However, beneath this veneer lies a stark reality: PhD students are notably more susceptible to experiencing depression and anxiety.

This can be unfortunately, quite normal in many PhD students’ journey, for several reasons:

Grinding Away, Alone

Imagine being a graduate student, where your day-to-day life is deeply entrenched in research activities. The pressure to consistently produce results and maintain productivity can be overwhelming.

For many, this translates into long hours of isolation, chipping away at one’s sense of wellbeing. The lack of social support, coupled with the solitary nature of research, often leads to feelings of isolation.

Mentors Not Helping Much

The relationship with a mentor can significantly affect depression levels among doctoral researchers. An overly critical mentor or one lacking in supportive guidance can exacerbate feelings of imposter syndrome.

Students often find themselves questioning their capabilities, feeling like they don’t belong in their research areas despite their achievements.

Nature Of Research Itself

Another critical factor is the nature of the research itself. Students in life sciences, for example, may deal with additional stressors unique to their field.

Specific aspects of research, such as the unpredictability of experiments or the ethical dilemmas inherent in some studies, can further contribute to anxiety and depression among PhD students.

Competition Within Grad School

Grad school’s competitive environment also plays a role. PhD students are constantly comparing their progress with peers, which can lead to a mental health crisis if they perceive themselves as falling behind.

This sense of constant competition, coupled with the fear of failure and the stigma around mental health, makes many hesitant to seek help for anxiety or depression.

How To Know If You Are Suffering From Depression While Studying PhD?

If there is one thing about depression, you often do not realise it creeping in. The unique pressures of grad school can subtly transform normal stress into something more insidious.

As a PhD student in academia, you’re often expected to maintain high productivity and engage deeply in your research activities. However, this intense focus can lead to isolation, a key factor contributing to depression and anxiety among doctoral students.

Changes in Emotional And Mental State

You might start noticing changes in your emotional and mental state. Feelings of imposter syndrome, where you constantly doubt your abilities despite evident successes, become frequent.

This is especially true in competitive environments like the Ivy League universities, where the bar is set high. These feelings are often exacerbated by the lack of positive reinforcement from mentors, making you feel like you don’t quite belong, no matter how hard you work.

Lack Of Pleasure From Previously Enjoyable Activities

In doctoral programs, the stressor of overwork is common, but when it leads to a consistent lack of interest or pleasure in activities you once enjoyed, it’s a red flag. This decline in enjoyment extends beyond one’s research and can pervade all aspects of life.

The high rates of depression among PhD students are alarming, yet many continue to suffer in silence, afraid to ask for help or reveal their depression due to the stigma associated with mental health issues in academia.

Losing Social Connections

Another sign is the deterioration of social connections. Graduate student mental health is significantly affected by social support and isolation.

You may find yourself withdrawing from friends and activities, preferring the solitude that ironically feeds into your sense of isolation.

Changes In Appetite And Weight

Changes in appetite and weight can be a significant indicator of depression. As they navigate the demanding PhD study, students might experience fluctuations in their eating habits.

Some may find themselves overeating as a coping mechanism, leading to weight gain. Others might lose their appetite altogether, resulting in noticeable weight loss.

These changes are not just about food; they reflect deeper emotional and mental states.

Such shifts in appetite and weight, especially if sudden or severe, warrant attention as they may signal underlying depression, a common issue in the high-stress environment of PhD studies.

Unhealthy Coping Mechanisms

PhD students grappling with depression often feel immense pressure to excel academically while battling isolation and imposter syndrome. Lacking adequate mental health support, some turn to unhealthy coping mechanisms like substance abuse. These may include:

Overeating,
And many more.

These provide temporary relief from overwhelming stress and emotional turmoil. However, such methods can exacerbate their mental health issues, creating a vicious cycle of dependency and further detachment from healthier coping strategies and support systems.

It’s essential for PhD students experiencing depression to recognise these signs and seek professional help. Resources like the National Suicide Prevention Lifeline are very helpful in this regard.

Suicidal Thoughts Or Attempts

Suicidal thoughts or attempts may sound extreme, but they can happen in PhD studies. This is because of the high-pressure environment of PhD studies.

Doctoral students, often grappling with intense academic demands, social isolation, and imposter syndrome, can be susceptible to severe mental health crises.

When the burden becomes unbearable, some may experience thoughts of self-harm or suicide as a way to escape their distress. These thoughts are a stark indicator of deep psychological distress and should never be ignored.

It’s crucial for academic institutions and support networks to provide robust mental health resources and create an environment where students feel safe to seek help and discuss their struggles openly.

How To Prevent From Depression During And After Ph.D?

A PhD student’s experience is often marked by high rates of depression, a concern echoed in studies from universities like the University of California and Arizona State University. If you are embarking on a PhD journey, make sure you are aware of the issue, and develop strategies to cope with the stress, so you do not end up with depression.

Engage With Activities Outside Academia

One effective strategy is engaging in activities outside academia. Diverse interests serve as a lifeline, breaking the monotony and stress of grad school. Some activities you can consider include:

Social gatherings.

These activities provide a crucial balance. For instance, some students highlighted the positive impact of adopting a pet, which not only offered companionship but also a reason to step outside and engage with the world.

Seek A Supportive Mentor

The role of a supportive mentor cannot be overstated. A mentor who adopts a ‘yes and’ approach rather than being overly critical can significantly boost a doctoral researcher’s morale.

This positive reinforcement fosters a healthier research environment, essential for good mental health.

Stay Active Physically

Physical exercise is another key element. Regular exercise has been shown to help cope with symptoms of moderate to severe depression. It’s a natural stress reliever, improving mood and enhancing overall wellbeing. Any physical workout can work here, including:

Brisk walking
Swimming, or
Gym sessions.

Seek Positive Environment

Importantly, the graduate program environment plays a critical role. Creating a community where students feel comfortable to reveal their depression or seek help is vital.

Whether it’s through formal support groups or informal peer networks, building a sense of belonging and understanding can mitigate feelings of isolation and imposter syndrome.

This may be important, especially in the earlier stage when you look and apply to universities study PhD . When possible, talk to past students and see how are the environment, and how supportive the university is.

Choose the right university with the right support ensures you keep depression at bay, and graduate on time too.

Remember You Have The Power

Lastly, acknowledging the power of choice is empowering. Understanding that continuing with a PhD is a choice, not an obligation. If things become too bad, there is always an option to seek a deferment, pause. You can also quit your studies too.

Work on fixing your mental state, and recover from depression first, before deciding again if you want to take on Ph.D studies again. There is no point continuing to push yourself, only to expose yourself to self-harm, and even suicide.

Wrapping Up: PhD Does Not Need To Ruin You

Combating depression during PhD studies requires a holistic approach. Engaging in diverse activities, seeking supportive mentors, staying physically active, choosing positive environments, and recognising one’s power to make choices are all crucial.

These strategies collectively contribute to a healthier mental state, reducing the risk of depression. Remember, prioritising your mental well-being is just as important as academic success. This helps to ensure you having a more fulfilling and sustainable journey through your PhD studies.

Dr Andrew Stapleton has a Masters and PhD in Chemistry from the UK and Australia. He has many years of research experience and has worked as a Postdoctoral Fellow and Associate at a number of Universities. Although having secured funding for his own research, he left academia to help others with his YouTube channel all about the inner workings of academia and how to make it work for you.

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The Research Whisperer

Just like the thesis whisperer – but with more money, post-phd depression.

The author of this post has chosen to remain anonymous and they hope that sharing their post-PhD challenges will be helpful for others who may be going through the same things, or who are supporting those who are.

For those who mentor or manage Early Career Researchers, especially new postdocs, it may be useful to have this post’s perspective in the contextual mix.

———————

When I submitted my thesis, I was hit by post-submission blues, which I was already aware of. What I didn’t expect was that the cloud didn’t lift with completion and graduation. I pretended otherwise, but the moments of genuine excitement and happiness were fleeting. I felt confused and ashamed, compounding my emotions.

Wondering if anyone else had ever felt this way, I Googled it. It turns out that I’m not alone in experiencing post-PhD depression and it is a lot more common than I thought.

Alarmingly, I had never heard of it.

This post shines some light on post-PhD depression so that we can better prepare PhD candidates for life during and after completion and provide the best support that we can to graduates.

The PhD journey changes people

Even if your experience was overwhelmingly positive, a PhD changes people by virtue of its length and nature. Completion can trigger reflection on your experience. It takes time to understand and accept how you’ve changed; this can be confronting and surface as an identity crisis.

Sacrifices made might be a source of pride, grief, or both. You may struggle with poorer mental and/or physical health. Catching up with ‘normal life’ can be nice but also a constant reminder of what you missed.

Processing the emotional and mental impact of a PhD can be particularly confronting for those who faced trauma during their PhD (whether coincidentally and/or because of it). Candidates might have turned to coping mechanisms that have become unhealth, in hindsight. When life suddenly changes due to completion, trauma can surface, as can the reality of the mechanisms used to cope.

There’s a lot of good-byes

For most people, the lifestyle, environment, and relationships that are part of the PhD journey change significantly or come to an end along with the PhD itself. The loss of things you loved can be intense and overwhelming. It can take time to grieve and let go.

The future is uncertain

PhD candidates who submit and graduate are often asked, ‘What next?’.

The post-doctoral job market is highly competitive, and non-academic career pathways can be difficult to establish. Graduates – even if they know what they want to do next – can struggle to find a suitable position, especially if they are part of a marginalised group and/or are primary caregivers.

There can be a range of internal and external pressures shaping decisions. Graduates might apply for particular roles purely because they feel that is what is expected of them. They might suffer from imposter syndrome, and question whether their success was deserved, and whether they are capable of continuing to succeed (‘maybe I just got lucky’). Others might feel trapped in a particular pathway due to their life circumstances.

What can help

It can really help to know you’re not alone! Acknowledge and accept what you feel: your feelings are valid.

Be gentle with yourself. Adjusting to life post-PhD takes time and that’s ok. It can help to do other things that you enjoy, like hobbies and making the most of relationships with family and friends. Engage in ways that feel safe and are less triggering. Set goals to help give you the buzz of completing things but be aware that it’s normal to be underwhelmed by these when compared to a PhD thesis.

When you can, reflect on what you enjoyed most throughout your PhD and investigate how you can continue to do that. Perhaps you loved data analysis, writing, interviewing participants, or tutoring students. These are all skills which are used in other career pathways, such as business analytics and teaching – the specifics might be different, but the process is the same.

There will be a range of opportunities that might be available to you which aren’t immediately obvious – so don’t be afraid to ask people, from your personal and academic circles, to point them out.

Of course, that can all be easier said than done. Consider talking about what you are going through with trusted family and friends and seeking professional help where appropriate. It’s ok to ask for support.

How to help someone else struggling with post-PhD depression

It’s nice to congratulate people when they submit and complete their degree but be mindful that they might not be feeling excited. Allow this to inform how you interact with people throughout their PhD journey.

For example, consider avoiding directly asking what they’re doing next, as this can be triggering (even if well-intentioned). Instead, consider asking, ‘What are you looking forward to next?’ – it gives space for the graduate to answer however they are comfortable. If you have a closer relationship with the graduate, you could also ask, ‘What were the highlights of your journey?’ and ‘How can we support you during this next stage?’.

Consider being open about your own post-PhD experience, too. Even a casual remark can help de-stigmatise post-PhD depression. Something like ‘I realised after I finished that I actually really missed working in the laboratory, so much so that I decided to volunteer to do outreach in high schools’, for example.

If possible, don’t cut off support immediately, whether it’s at a personal, professional, or institutional level.

Most importantly, prevention is better than a cure. It helps to encourage a strong identity for doctoral researchers beyond academia, including maintaining connections with their family, friends, and hobbies. Supervisors and other doctoral support teams can help by openly discussing work-life balance and encouraging it for their researchers.

Take the time to learn about mental health and the PhD journey, and implement best practice for yourself, your colleagues, and for PhD candidates more generally. The ‘Managing you mental health during your PhD: A survival guide’ by Dr Zoë Ayres is a fantastic resource for candidates and academics (and it’s available through many university libraries for free).

A PhD is a life-changing journey culminating in an extraordinary accomplishment. Everyone’s journey is different, including completion and what life after may bring – and that’s ok. We can all benefit from learning to better support each other regardless of what our journeys and futures look like.

‘You have to suffer for your PhD’: poor mental health among doctoral researchers – new research

Lecturer in Social Sciences, University of Westminster

Disclosure statement

Cassie Hazell has received funding from the Office for Students.

University of Westminster provides funding as a member of The Conversation UK.

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PhD students are the future of research, innovation and teaching at universities and beyond – but this future is at risk. There are already indications from previous research that there is a mental health crisis brewing among PhD researchers.

My colleagues and I studied the mental health of PhD researchers in the UK and discovered that, compared with working professionals, PhD students were more likely to meet the criteria for clinical levels of depression and anxiety. They were also more likely to have significantly more severe symptoms than the working-professional control group.

We surveyed 3,352 PhD students, as well as 1,256 working professionals who served as a matched comparison group . We used the questionnaires used by NHS mental health services to assess several mental health symptoms.

More than 40% of PhD students met the criteria for moderate to severe depression or anxiety. In contrast, 32% of working professionals met these criteria for depression, and 26% for anxiety.

The groups reported an equally high risk of suicide. Between 33% and 35% of both PhD students and working professionals met the criteria for “suicide risk”. The figures for suicide risk might be so high because of the high rates of depression found in our sample.

We also asked PhD students what they thought about their own and their peers’ mental health. More than 40% of PhD students believed that experiencing a mental health problem during your PhD is the norm. A similar number (41%) told us that most of their PhD colleagues had mental health problems.

Just over a third of PhD students had considered ending their studies altogether for mental health reasons.

There is clearly a high prevalence of mental health problems among PhD students, beyond those rates seen in the general public. Our results indicate a problem with the current system of PhD study – or perhaps with academic more widely. Academia notoriously encourages a culture of overwork and under-appreciation.

This mindset is present among PhD students. In our focus groups and surveys for other research , PhD students reported wearing their suffering as a badge of honour and a marker that they are working hard enough rather than too much. One student told us :

“There is a common belief … you have to suffer for the sake of your PhD, if you aren’t anxious or suffering from impostor syndrome, then you aren’t doing it "properly”.

We explored the potential risk factors that could lead to poor mental health among PhD students and the things that could protect their mental health.

Financial insecurity was one risk factor. Not all researchers receive funding to cover their course and personal expenses, and once their PhD is complete, there is no guarantee of a job. The number of people studying for a PhD is increasing without an equivalent increase in postdoctoral positions .

Another risk factor was conflict in their relationship with their academic supervisor . An analogy offered by one of our PhD student collaborators likened the academic supervisor to a “sword” that you can use to defeat the “PhD monster”. If your weapon is ineffective, then it makes tackling the monster a difficult – if not impossible – task. Supervisor difficulties can take many forms. These can include a supervisor being inaccessible, overly critical or lacking expertise.

A lack of interests or relationships outside PhD study, or the presence of stressors in students’ personal lives were also risk factors.

We have also found an association between poor mental health and high levels of perfectionism, impostor syndrome (feeling like you don’t belong or deserve to be studying for your PhD) and the sense of being isolated .

Better conversations

Doctoral research is not all doom and gloom. There are many students who find studying for a PhD to be both enjoyable and fulfilling , and there are many examples of cooperative and nurturing research environments across academia.

Studying for a PhD is an opportunity for researchers to spend several years learning and exploring a topic they are passionate about. It is a training programme intended to equip students with the skills and expertise to further the world’s knowledge. These examples of good practice provide opportunities for us to learn about what works well and disseminate them more widely.

The wellbeing and mental health of PhD students is a subject that we must continue to talk about and reflect on. However, these conversations need to happen in a way that considers the evidence, offers balance, and avoids perpetuating unhelpful myths.

Indeed, in our own study, we found that the percentage of PhD students who believed their peers had mental health problems and that poor mental health was the norm, exceeded the rates of students who actually met diagnostic criteria for a common mental health problem . That is, PhD students may be overestimating the already high number of their peers who experienced mental health problems.

We therefore need to be careful about the messages we put out on this topic, as we may inadvertently make the situation worse. If messages are too negative, we may add to the myth that all PhD students experience mental health problems and help maintain the toxicity of academic culture.

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Identifying and Coping with Post-Grad Depression

Post-graduation depression occurs for some people when they graduate from college or university. Causes include financial stress, changes to your routine, and the disruption of your social circle.

It seems counterintuitive that achieving a goal like graduation could lead to symptoms of depression.

But many young adults experience a period of sadness after they’ve left the comfort of a predictable class schedule and the company of their school friends.

Post-graduation depression isn’t an official condition. Instead, it’s a short-term period of depression symptoms that occur because of a particular life situation.

Many people experience post-graduation depression. It’s usually temporary, and there are steps you can take to get through it.

What is post-graduation depression?

Also known as “graduation blues,” post-graduation depression is an experience shared by many former students. You’re not alone if you feel like your life after school isn’t shaping up the way you’d hoped.

While it’s unclear how many grads experience mood disturbances during their transition out of school, statistics indicate that young adults experience depression at a higher rate than average.

For example, 2005 – 2020 data from the Substance Abuse and Mental Health Services Administration (SAMHSA) show that adults 18 to 25 years of age experience major depressive episodes more than any other age group. This difference has increased in recent years to about double the rate of the general population.

If your post-graduation depression symptoms interfere with your ability to function well, you might be experiencing a type of situational depression . This type of short-term suppression of your mood and energy isn’t the same thing as a major depressive disorder (MDD) diagnosis.

MDD is a clinical diagnosis of a depressive disorder with varying causes and symptoms that persist or recur.

But if you’re experiencing post-graduation blues or situational depression, you’ll likely feel better once you adjust to your life outside of school.

If you experience depressive symptoms beyond 2 weeks, it may help to seek support from a mental health professional.

Signs of post-graduation depression

Depression can affect a person’s mood, cognition , and even physical health.

Depression symptoms include:

feelings of emptiness
hopelessness
frustration
restlessness
loss of interest in previously enjoyed activities
reduced energy levels
memory loss
difficulty concentrating
struggles with decision-making
sleep changes
appetite or weight changes
physical symptoms like pain or digestive upset
thoughts of suicide
suicide attempts

Symptom severity can vary from person to person. You might not experience all the symptoms, and your experience might differ from that of someone else.

If you’re considering acting on suicidal thoughts, please seek professional support immediately.

Calling or texting a crisis helpline will connect you with a trained counselor 24/7, any day of the year, completely free of charge:

Call or text the 988 Suicide and Crisis Lifeline at 988.
Text HOME to 741741 to reach the Crisis Text Line .

Causes of post-graduation depression

There are a few reasons you might experience graduation blues .

Unemployment

Although some people graduate with career-launching employment already lined up, this isn’t the case for everyone.

If you’re a grad who’s facing unemployment , this may weigh heavily on your state of mind.

According to research from 2015 , unemployed emerging adults were three times more likely to experience depression than those with jobs. Emerging adults were defined as people 18 to 25 years of age.

Financial stress

Financial stress is a common experience for grads.

Even having a job at the end of a post-secondary program may not eliminate money worries. Many grads are faced with student loan repayments included in their cost of living, often funded by low-paying, entry-level employment.

A 2022 review of 40 observational studies found a positive association between financial stress and depression in adults. The connection was stronger in low socioeconomic groups.

A loss of social support

Research links a lack of social support to mental health problems like depression.

Graduation is a time when students leave their school peer groups to start their lives as working adults.

Whether you’ve lived in residence or commuted to school for your classes each day, graduation means an end to the social connections and routines you’ve built.

This shift in social structure can trigger depression for some people.

Major life transition

Many people experience depression during major life transitions like graduating from school.

According to research , transitions can cause depression if they:

change a person’s life role

A life transition like graduation brings about so many changes.

Your schedule is suddenly different, and your social circle has changed. You’re adjusting to a new job or trying to find one, and you might have had to move to a new residence .

It can feel overwhelming and cause depression symptoms for some people.

How to overcome post-graduation depression

When you’re experiencing depression symptoms, taking any kind of action can feel like it requires more energy than you have.

Still, there are things you can try that may help you feel better.

Scheduling your day: A daily r outine can add structure to your life, and help you prioritize healthful activities like sleep and exercise.
Maintaining social connections: Regular and nurturing social contact with friends and family can be valuable mental health support.
Eating nutritious food: Nutrient-dense food has numerous benefits for both physical and mental health .
Making time to exercise: Regular exercise , including exposure to daylight and green spaces if they’re available, can help your mood and improve your health.
Practicing sleep hygiene: A consistent bedtime, screen cut off, and a dark and quiet sleeping space are examples of helpful sleep hygiene elements.

When to seek support

You don’t need a formal diagnosis to get support . You can ask for help whenever you think it might be beneficial.

It may be time to reach out if you experience persistent symptoms that interfere with your daily functioning.

Some examples include:

regularly missing work
regularly over or under sleeping
neglecting self-care
withdrawing from friends and family
considering self-harm

While anyone can experience post-graduation depression, the impact may be more pronounced for a person living with a pre-existing mental health issue.

Sometimes people have undiagnosed mental health issues but still manage until a major life stress exceeds their coping capacity.

This is where a mental health professional may be able to help. They can teach coping strategies, suggest treatments , and even help to determine if there is an undiagnosed underlying condition that’s prolonging or worsening your symptoms.

There’s a range of mental health issues that can interfere with a person’s daily functioning.

Condition categories include:

personality

Adjustment disorder is another condition that may interfere with your day-to-day functioning. An adjustment disorder is an emotional disturbance that occurs within three months of an identifiable life stressor.

It’s an example of a condition that can make post-graduation depression symptoms severe and debilitating.

Adjustment disorders are specified according to a person’s symptoms associated with:

depressed mood
mixed anxiety and depressed mood
disturbance of conduct
mixed disturbance of emotions and conduct
unspecified depressive disorder

Adjustment disorders apply to the 6 months following the end of the upsetting circumstance or its consequences.

If a person’s symptoms persist beyond 6 months, it’s possible that they’re experiencing a type of depressive condition rather than an adjustment disorder.

Graduation triggers emotions for most people. It’s a major life milestone that you’ve worked hard to achieve.

If you experience post-graduation depression, prioritizing self-care measures like restorative sleep, regular exercise, nutrient-dense food, and nurturing social connections may help you feel better.

If you still want more support, you can also reach out to a mental health professional .

Last medically reviewed on February 9, 2024

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Alsubaie MM, et al. (2019). The role of sources of social support on depression and quality of life for university students. https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1568887
Depression. (n.d.). https://www.nimh.nih.gov/health/topics/depression
DSM-IV to DSM-5 adjustment disorders comparison. (n.d.). https://www.ncbi.nlm.nih.gov/books/NBK519704/table/ch3.t19/
Godos J, et al. (2020). Diet and mental health: Review of the recent updates on molecular mechanisms. https://www.mdpi.com/2076-3921/9/4/346
Guan N, et al. (2022). Financial stress and depression in adults: A systematic review. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8863240/
Key substance use and mental health indicators in the United States: Results from the 2020 national survey on drug use and health. (2021). https://www.samhsa.gov/data/sites/default/files/reports/rpt35325/NSDUHFFRPDFWHTMLFiles2020/2020NSDUHFFR1PDFW102121.pdf
McGee RE, et al. (2015). Unemployment and depression among emerging adults in 12 states, behavioral risk factor surveillance system, 2010. https://www.cdc.gov/pcd/issues/2015/14_0451.htm
Mikkelsen K, et al. (2017). Exercise and mental health. https://www.sciencedirect.com/science/article/abs/pii/S0378512217308563
Moustafa AA, et al. (2020). Depression following major life transitions in women: A review and theory. https://pubmed.ncbi.nlm.nih.gov/31470771/#
Peach H, et al. (2015). Sleep hygiene and sleep quality as predictors of positive and negative dimensions of mental health in college students. https://www.tandfonline.com/doi/full/10.1080/23311908.2016.1168768
van den Berg M, et al. (2016). Visiting green space is associated with mental health and vitality: A cross-sectional study in four European cities. https://www.sciencedirect.com/science/article/abs/pii/S1353829216000149
Werner-Seidler A, et al. (2017). The relationship between social support networks and depression in the 2007 national survey of mental health and wellbeing. https://link.springer.com/article/10.1007/s00127-017-1440-7

How to deal with post-graduation depression

“Post-graduation depression” describes depressive symptoms that occur after a person finishes college or university. Although it is not a medically recognized term, it is an experience many young adults may relate to.

After many years of education, people may find adjusting to life after university challenging.

Over the past decade, depression rates among young adults have risen to double the rate among the general population. While not all young adults who attend college experience depression after graduating, this transition may serve as a trigger, as it can involve a variety of social, emotional, and financial challenges.

This article will discuss post-graduation depression, including its potential causes, ways to cope, and treatment.

Is post-graduation depression real?

Group of people at a graduation throwing their caps in the air

Although the term does not exist in the Diagnostic and Statistical Manual of Mental Disorders, 5th edition, text revision (DSM-5-TR) , evidence suggests many people experience post-graduation depression.

There appears to be a distinct pattern of young adults developing depression after finishing their last year of college. This may be due to a combination of factors that can have a significant impact on mental health.

Causes and factors that may lead a person to experience post-graduation depression include:

Experiencing transition

Major life changes, such as changes in living conditions or a new job, can cause distress. In the same way, the transition period after leaving college can be stressful due to the many uncertainties and changes in circumstances it can create.

Employment uncertainty

Having difficulty finding a job in a challenging economy can be discouraging and impact a person’s self-confidence. Evidence from 2010 suggests that the likelihood of depression in emerging adults at that time was roughly three times higher among unemployed individuals.

Loss of a social network

After completing university, people may begin to lose social connections made over several years. This may cause them to experience social isolation, which can lead to symptoms of depression .

Financial stress

Evidence notes a significant link between financial stress and depression in adults. The financial and psychological burden of student loan debt may contribute to mental health issues.

According to research, most mental health conditions present by age 25 or earlier .

Lack of structure

According to Northwestern Medicine , an effective routine can help reduce stress and improve mental health and relaxation.

Some people may experience a lack of structure in their daily life after college and before finding a job. No longer having a set schedule and specific classes and events to attend can be a difficult adjustment. This may cause a person to experience symptoms of depression.

World events

World events can have a significant impact on mental health. For example, the World Health Organization (WHO) suggests that the COVID-19 pandemic triggered a 25% increase in the prevalence of anxiety and depression worldwide.

Multiple factors

A range of these factors can combine to contribute to or aggravate the symptoms a person living with post-graduation depression may experience . For example, a lack of motivation can make it more challenging for new graduates to find a job, an already difficult process. This can cause feelings of failure, which may worsen depression symptoms.

Additionally, a person may try to manage these symptoms by self-medicating with alcohol or illegal drugs. In some cases, this strategy may lead a person to develop dependence or an alcohol use disorder .

However, many treatments and supports are available for people who experience any of the above symptoms.

Learn more about depression.

Symptoms of depression

There are different types of depression with specific symptoms.

Some symptoms that typically apply to every type of depression include:

feelings of despair, hopelessness, or pessimism
a severe lack of motivation or loss of interest or pleasure in hobbies or activities
difficulties with concentration, memory, making decisions, or fulfilling everyday tasks
difficulty sleeping
changes in appetite
decreased energy or feelings of fatigue
suicidal ideation

Suicide prevention

If you know someone at immediate risk of self-harm, suicide, or hurting another person:

Ask the tough question: “Are you considering suicide?”
Listen to the person without judgment.
Call 911 or the local emergency number, or text TALK to 741741 to communicate with a trained crisis counselor.
Stay with the person until professional help arrives.
Try to remove any weapons, medications, or other potentially harmful objects if it’s safe to do so.

If you or someone you know is having thoughts of suicide, a prevention hotline can help. The 988 Suicide and Crisis Lifeline is available 24 hours a day at 988. During a crisis, people who are hard of hearing can use their preferred relay service or dial 711 then 988.

Find more links and local resources.

Ways to cope

There are a number of options available to help a person manage their mental health. For example, a combination of exercise and mindful practices with medication and talking therapy can be beneficial.

Post-graduation depression can have its specific challenges. To help manage their health during this period, people can try :

Taking care of basic needs: It is important for a person to try to plan and prepare for the next period of their life, including meeting basic needs such as accommodation and food. People can then focus on other aspects that may improve their quality of life.
Developing a support network: Maintaining social interaction is important for well-being. As such, people may consider reconnecting with old friends or trying to meet new people at local meetups.
Creating a daily routine involving exercise: Preserving structure is crucial to help maintain mental health and wellness. Taking regular light exercise can also be beneficial for mental health.

A person approaching the end of their education may want to consider the following strategies to manage potential stressors and help prevent post-grad depression:

exploring career opportunities or additional schooling ahead of finishing
finding accommodation, whether this involves returning home or to a new location
developing a plan to create a support system
connecting with mental health counselors to discuss emotional changes during this transitional period
developing a daily schedule to help manage mental health

Treatment options

Treatments for post-graduation depression will typically be similar to options for other types of depression and can include :

medications, such as antidepressants
psychotherapy , such as cognitive behavioral therapy and interpersonal therapy
psychoeducation and support groups
brain stimulating therapies, such as transcranial magnetic stimulation
complementary and alternative options, such as exercise

Where to find support

Many schools offer counseling services to students. A person may wish to consider the options their university provides.

However, other services are available if a person does not feel comfortable doing so or is no longer at university. The following organizations can provide free and confidential advice and support:

Lifeline Chat: The online chat service of the National Suicide Prevention Lifeline.
National Suicide Prevention Lifeline: Call 1-800-273- 8255 (TALK) to speak with someone from this national network of local crisis centers.
Samaritans: This nonprofit organization offers emotional support to anyone experiencing feelings of depression or loneliness or considering suicide. Call or text 877-870-4673 (HOPE).

Read about support groups for depression.

Post-graduation depression refers to depressive symptoms a person may experience after finishing college or university. This transition period can be difficult and may present numerous challenges that can negatively impact mental health.

Living with depression can be extremely challenging, particularly during a time that involves a lot of life changes. However, help is available. With effective treatment, a person can manage their symptoms and recover. This may combine medication, therapy, and alternative treatments, such as exercise and social support.

It is best for anyone experiencing depression to speak with a doctor or mental health professional for support and advice.

Last medically reviewed on April 11, 2023

Psychology / Psychiatry

How we reviewed this article:

Depression. (2017). https://www.nami.org/About-Mental-Illness/Mental-Health-Conditions/Depression/Treatment
Frohlich, J. R., et al . (2018). Examining co-patterns of depression and alcohol misuse in emerging adults following university graduation. https://www.sciencedirect.com/science/article/pii/S235285321830052X?
Gant, K. (2022). Coping with post-graduation depression. https://careerdesignlab.sps.columbia.edu/blog/2022/01/31/coping-with-post-graduation-depression/
Geiman, J. (2021). The psychological toll of student debt. https://www.clasp.org/blog/psychological-toll-student-debt/
Goodman, K. (2021). Unsettled by world events? A simple strategy to help. https://adaa.org/learn-from-us/from-the-experts/blog-posts/consumer/unsettled-world-events-simple-strategy-help
Guan, N., et al . (2022). Financial stress and depression in adults: A systematic review. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8863240/
Health benefits of having a routine: Tips for a healthier lifestyle. (2022). https://www.nm.org/healthbeat/healthy-tips/health-benefits-of-having-a-routine
Ismayilova, A. (2020). What is post-graduation depression and how to overcome it. https://www.snhu.edu/about-us/newsroom/health/post-graduate-depression
Key substance use and mental health indicators in the United States: Results from the 2020 National Survey on Drug Use and Health. (2021). https://www.samhsa.gov/data/sites/default/files/reports/rpt35325/NSDUHFFRPDFWHTMLFiles2020/2020NSDUHFFR1PDFW102121.pdf
Major changes. (n.d.). https://www.depression.org.nz/the-causes/major-changes/
McGee, R. E., et al . (2015). Unemployment and depression among emerging adults in 12 states, behavioral risk factor surveillance system, 2010. https://www.cdc.gov/pcd/issues/2015/14_0451.htm
Understanding the effects of social isolation on mental health. (2020). https://publichealth.tulane.edu/blog/effects-of-social-isolation-on-mental-health/
World Health Organization. (2022). COVID-19 pandemic triggers 25% increase in the prevalence of anxiety and depression worldwide [Press release]. https://www.who.int/news/item/02-03-2022-covid-19-pandemic-triggers-25-increase-in-prevalence-of-anxiety-and-depression-worldwide
Young adults. (n.d.). https://www.nami.org/Your-Journey/Kids-Teens-and-Young-Adults/Young-Adults

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‘There’s something anticlimactic about post-doctoral life that has left me feeling directionless.’

I've just finished my PhD, and now I feel lost without academia

I was relieved when all the pressure and expectation ended, but I miss the intellectual way of thinking

I started my full-time PhD in 2014, and finally graduated this summer after having to extend it for health and financial reasons. I never thought I would succeed, but somehow I managed (even the dreaded viva examination wasn’t as scary as it sounds). For the first month or so after graduating, I basked in the relief and elation, absolved from all that pressure and expectation. But those feelings dissipated quickly.

Several months on, the wattage of doctoral graduation has dimmed. To put it simply: I feel kind of lost and empty. There’s something anticlimactic about post-doctoral life that has left me feeling directionless and with a sense of unarticulated potential. For the past three years I have been meeting deadlines, working non-stop and striving for something that felt bigger than I am, and now what? Just silence. This has left me feeling odd, sad and not myself.

I’ve come to describe this funk as a case of post-doctoral melancholy. To me, it’s a feeling of worthlessness upon completing a PhD, an introspective sense of grief over my intellectual deterioration.

Other postgraduates have similarly spoken of post-PhD blues or a post-dissertation slump , focused on the feelings of sadness and malaise following an intense period of study. For me, these feelings are best understood as my difficulties in adjusting to losing touch with my academic community and an intellectual way of thinking. There is this painful realisation, where I’ve questioned – on numerous occasions – whether my currency in the intellectual stock market has plummeted.

Outside of my academic supervisors and university colleagues, nobody really cares about the ideas and theories that I’ve spent five years researching and writing about. Neither can friends and acquaintances relate to many of the other features of academic life that occupied my attention: extortionate conference registration fees , avoiding predatory journals , the instability of casualised academic contracts , and the unrelenting demand for research output to bolster a university’s competitiveness in national league tables .

I’m glad to no longer be worrying about these things, but I also miss who I was and I how I felt when I was working as an academic.

It’s not unusual for PhD graduates to feel this way. A few weeks ago, I saw a social media post from a former university colleague who had just got her first job working in marketing for a telecommunications firm. One person joked: “You must be loving not being shackled, ball and chain, to our stuffy university conversations.” She replied: “On the contrary, I can’t help but pine for the ‘good old days’ … the stuffier the conversations the better.” It’s a sentiment I now find myself wholeheartedly sharing.

If I loved academia so much, why am I not applying for postdocs? When trolling through job advertisements online, full-time postdoctoral research and teaching opportunities are frustratingly few and far between. When they do appear, they are lowly-paid and on short term contracts. I assume that competition in my field will be fierce, with dozens of highly qualified applicants. The dream of a postdoctoral career now feels far-fetched.

When I began my course, my supervisor wrote an email that said: “PhDs are almost indispensable if you want to be an academic but it remains extremely difficult to get into the academic job market even with one, so please don’t walk into this lightly”. With that in mind, I have resorted to working as a private tutor for school children and taking on menial jobs. I tell myself this is a brief pitstop on my long-haul journey towards my dream job.

Not all graduates will share my experience, and many will adjust to life after their PhD quite comfortably. I’m sure they will be relieved that the final slog is over. I don’t wish to make my experience sound pathological or insurmountable; many graduates deal with some unanticipated negative feelings after they have walked across the stage and shaken hands with the vice-chancellor. It’s simply a natural part of the academic journey.

Join Guardian Universities for more comment, analysis and job opportunities, direct to your inbox. Follow us on Twitter @gdnuniversities . And if you have an idea for a story, please read our guidelines and email your pitch to us at [email protected] Looking for a higher education job? Or perhaps you need to recruit university staff? Take a look at Guardian Jobs, the higher education specialist

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The Savvy Scientist

Experiences of a London PhD student and beyond

PhD Burnout: Managing Energy, Stress, Anxiety & Your Mental Health

PhDs are renowned for being stressful and when you add a global pandemic into the mix it’s no surprise that many students are struggling with their mental health. Unfortunately this can often lead to PhD fatigue which may eventually lead to burnout.

In this post we’ll explore what academic burnout is and how it comes about, then discuss some tips I picked up for managing mental health during my own PhD.

Please note that I am by no means an expert in this area. I’ve worked in seven different labs before, during and after my PhD so I have a fair idea of research stress but even so, I don’t have all the answers.

If you’re feeling burnt out or depressed and finding the pressure too much, please reach out to friends and family or give the Samaritans a call to talk things through.

Note – This post, and its follow on about maintaining PhD motivation were inspired by a reader who asked for recommendations on dealing with PhD fatigue. I love hearing from all of you, so if you have any ideas for topics which you, or others, could find useful please do let me know either in the comments section below or by getting in contact . Or just pop me a message to say hi. 🙂

This post is part of my PhD mindset series, you can check out the full series below:

PhD Burnout: Managing Energy, Stress, Anxiety & Your Mental Health (this part!)
PhD Motivation: How to Stay Driven From Cover Letter to Completion
How to Stop Procrastinating and Start Studying

What is PhD Burnout?

Whenever I’ve gone anywhere near social media relating to PhDs I see overwhelmed PhD students who are some combination of overwhelmed, de-energised or depressed.

Specifically I often see Americans talking about the importance of talking through their PhD difficulties with a therapist, which I find a little alarming. It’s great to seek help but even better to avoid the need in the first place.

Sadly, none of this is unusual. As this survey shows, depression is common for PhD students and of note: at higher levels than for working professionals.

All of these feelings can be connected to academic burnout.

The World Health Organisation classifies burnout as a syndrome with symptoms of:

– Feelings of energy depletion or exhaustion; – Increased mental distance from one’s job, or feelings of negativism or cynicism related to one’s job; – Reduced professional efficacy. Symptoms of burnout as classified by the WHO. Source .

This often leads to students falling completely out of love with the topic they decided to spend years of their life researching!

The pandemic has added extra pressures and constraints which can make it even more difficult to have a well balanced and positive PhD experience. Therefore it is more important than ever to take care of yourself, so that not only can you continue to make progress in your project but also ensure you stay healthy.

What are the Stages of Burnout?

Psychologists Herbert Freudenberger and Gail North developed a 12 stage model of burnout. The following graphic by The Present Psychologist does a great job at conveying each of these.

I don’t know about you, but I can personally identify with several of the stages and it’s scary to see how they can potentially lead down a path to complete mental and physical burnout. I also think it’s interesting that neglecting needs (stage 3) happens so early on. If you check in with yourself regularly you can hopefully halt your burnout journey at that point.

PhDs can be tough but burnout isn’t an inevitability. Here are a few suggestions for how you can look after your mental health and avoid academic burnout.

Overcoming PhD Burnout

Manage your energy levels, maintaining energy levels day to day.

Eat well and eat regularly. Try to avoid nutritionless high sugar foods which can play havoc with your energy levels. Instead aim for low GI food . Maybe I’m just getting old but I really do recommend eating some fruit and veg. My favourite book of 2021, How Not to Die: Discover the Foods Scientifically Proven to Prevent and Reduce Disease , is well worth a read. Not a fan of veggies? Either disguise them or at least eat some fruit such as apples and bananas. Sliced apple with some peanut butter is a delicious and nutritious low GI snack. Check out my series of posts on cooking nutritious meals on a budget.
Get enough sleep. It doesn’t take PhD-level research to realise that you need to rest properly if you want to avoid becoming exhausted! How much sleep someone needs to feel well-rested varies person to person, so I won’t prescribe that you get a specific amount, but 6-9 hours is the range typically recommended. Personally, I take getting enough sleep very seriously and try to get a minimum of 8 hours.

A side note on caffeine consumption: Do PhD students need caffeine to survive?

In a word, no!

Although a culture of caffeine consumption goes hand in hand with intense work, PhD students certainly don’t need caffeine to survive. How do I know? I didn’t have any at all during my own PhD. In fact, I wrote a whole post about it .

By all means consume as much caffeine as you want, just know that it doesn’t have to be a prerequisite for successfully completing a PhD.

Maintaining energy throughout your whole PhD

Pace yourself. As I mention later in the post I strongly recommend treating your PhD like a normal full-time job. This means only working 40 hours per week, Monday to Friday. Doing so could help realign your stress, anxiety and depression levels with comparatively less-depressed professional workers . There will of course be times when this isn’t possible and you’ll need to work longer hours to make a certain deadline. But working long hours should not be the norm. It’s good to try and balance the workload as best you can across the whole of your PhD. For instance, I often encourage people to start writing papers earlier than they think as these can later become chapters in your thesis. It’s things like this that can help you avoid excess stress in your final year.
Take time off to recharge. All work and no play makes for an exhausted PhD student! Make the most of opportunities to get involved with extracurricular activities (often at a discount!). I wrote a whole post about making the most of opportunities during your PhD . PhD students should have time for a social life, again I’ve written about that . Also give yourself permission to take time-off day to day for self care, whether that’s to go for a walk in nature, meet friends or binge-watch a show on Netflix. Even within a single working day I often find I’m far more efficient when I break up my work into chunks and allow myself to take time off in-between. This is also a good way to avoid procrastination!

Reduce Stress and Anxiety

During your PhD there will inevitably be times of stress. Your experiments may not be going as planned, deadlines may be coming up fast or you may find yourself pushed too far outside of your comfort zone. But if you manage your response well you’ll hopefully be able to avoid PhD burnout. I’ll say it again: stress does not need to lead to burnout!

Everyone is unique in terms of what works for them so I’d recommend writing down a list of what you find helpful when you feel stressed, anxious or sad and then you can refer to it when you next experience that feeling.

I’ve created a mental health reminders print-out to refer to when times get tough. It’s available now in the resources library (subscribe for free to get the password!).

Below are a few general suggestions to avoid PhD burnout which work for me and you may find helpful.

Exercise. When you’re feeling down it can be tough to motivate yourself to go and exercise but I always feel much better for it afterwards. When we exercise it helps our body to adapt at dealing with stress, so getting into a good habit can work wonders for both your mental and physical health. Why not see if your uni has any unusual sports or activities you could try? I tried scuba diving and surfing while at Imperial! But remember, exercise doesn’t need to be difficult. It could just involve going for a walk around the block at lunch or taking the stairs rather than the lift.
Cook / Bake. I appreciate that for many people cooking can be anything but relaxing, so if you don’t enjoy the pressure of cooking an actual meal perhaps give baking a go. Personally I really enjoy putting a podcast on and making food. Pinterest and Youtube can be great visual places to find new recipes.
Let your mind relax. Switching off is a skill and I’ve found meditation a great way to help clear my mind. It’s amazing how noticeably different I can feel afterwards, having not previously been aware of how many thoughts were buzzing around! Yoga can also be another good way to relax and be present in the moment. My partner and I have been working our way through 30 Days of Yoga with Adriene on Youtube and I’d recommend it as a good way to ease yourself in. As well as being great for your mind, yoga also ticks the box for exercise!
Read a book. I’ve previously written about the benefits of reading fiction * and I still believe it’s one of the best ways to relax. Reading allows you to immerse yourself in a different world and it’s a great way to entertain yourself during a commute.

* Wondering how I got something published in Science ? Read my guide here .

Talk It Through

Meet with your supervisor. Don’t suffer in silence, if you’re finding yourself struggling or burned out raise this with your supervisor and they should be able to work with you to find ways to reduce the pressure. This may involve you taking some time off, delegating some of your workload, suggesting an alternative course of action or signposting you to services your university offers.

Also remember that facing PhD-related challenges can be common. I wrote a whole post about mine in case you want to cheer yourself up! We can’t control everything we encounter, but we can control our response.

A free self-care checklist is also now available in the resources library , providing ideas to stay healthy and avoid PhD burnout.

Top Tips for Avoiding PhD Burnout

On top of everything we’ve covered in the sections above, here are a few overarching tips which I think could help you to avoid PhD burnout:

Work sensible hours . You shouldn’t feel under pressure from your supervisor or anyone else to be pulling crazy hours on a regular basis. Even if you adore your project it isn’t healthy to be forfeiting other aspects of your life such as food, sleep and friends. As a starting point I suggest treating your PhD as a 9-5 job. About a year into my PhD I shared how many hours I was working .
Reduce your use of social media. If you feel like social media could be having a negative impact on your mental health, why not try having a break from it?
Do things outside of your PhD . Bonus points if this includes spending time outdoors, getting exercise or spending time with friends. Basically, make sure the PhD isn’t the only thing occupying both your mental and physical ife.
Regularly check in on how you’re feeling. If you wait until you’re truly burnt out before seeking help, it is likely to take you a long time to recover and you may even feel that dropping out is your only option. While that can be a completely valid choice I would strongly suggest to check in with yourself on a regular basis and speak to someone early on (be that your supervisor, or a friend or family member) if you find yourself struggling.

I really hope that this post has been useful for you. Nothing is more important than your mental health and PhD burnout can really disrupt that. If you’ve got any comments or suggestions which you think other PhD scholars could find useful please feel free to share them in the comments section below.

You can subscribe for more content here:

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v.20(3); Fall 2021

PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students

Logan e. gin.

† Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

Nicholas J. Wiesenthal

§ Department of Biology, University of Central Florida, Orlando, FL 32816

Katelyn M. Cooper

Graduate students are more than six times as likely to experience depression compared with the general population. However, few studies have examined how graduate school specifically affects depression. In this qualitative interview study of 50 life sciences PhD students from 28 institutions, we examined how research and teaching affect depression in PhD students and how depression in turn affects students’ experiences teaching and researching. Using inductive coding, we identified factors that either positively or negatively affected student depression. Graduate students more commonly mentioned factors related to research that negatively affected their depression and factors related to teaching that positively affected their depression. We identified four overarching aspects of graduate school that influenced student depression: the amount of structure in teaching and research, positive and negative reinforcement, success and failure, and social support and isolation. Graduate students reported that depression had an exclusively negative effect on their research, primarily hindering their motivation and self-confidence, but that it helped them to be more compassionate teachers. This work pinpoints specific aspects of graduate school that PhD programs can target to improve mental health among life sciences graduate students.

INTRODUCTION

In 2018, researchers found that graduate students were more than six times as likely to report experiencing depression and anxiety compared with the general population and subsequently declared a “graduate student mental health crisis” ( Evans et al. , 2018 ; Flaherty, 2018 ). Calls to identify which factors exacerbate graduate student mental health problems followed (“The Mental Health of PhD Researchers,” 2019; Woolston, 2019a ). However, few studies have taken an inductive approach to identifying what aspects of graduate school in particular affect student mental health. More commonly, large quantitative studies propose a limited number of factors that may affect student mental health that participants select from, few of which directly relate to graduate research or teaching ( Peluso et al. , 2011 ; Levecque et al. , 2017 ; Evans et al. , 2018 ; Liu et al. , 2019 ). In this interview study, we focus on depression in life sciences PhD students and examine which specific aspects of research and teaching graduate students report as affecting their depression. We also explore how depression affects students’ experiences in graduate school.

The American Psychiatric Association defines depression as a common and serious medical illness that negatively affects how one feels, the way one thinks, and how one acts ( American Psychiatric Association, 2020 ). Depression is characterized by nine symptoms: depressed mood; markedly diminished interest or pleasure in activities; reduced ability to think or concentrate, or indecisiveness; feelings of worthlessness, or excessive or inappropriate guilt; recurrent thoughts of death or suicidal ideation, or suicide attempts or plans; insomnia or hypersomnia; significant change in appetite or weight; psychomotor agitation or retardation; and fatigue or loss of energy ( American Psychiatric Association, 2013 ; Schmidt and Tolentino, 2018 ). For depression to be diagnosed, the presence of at least five of the symptoms is required most of the day, nearly every day, for at least 2 weeks in addition to the occurrence of either depressed mood or diminished interest or pleasure ( American Psychiatric Association, 2013 ). In the general U.S. population, depression affects approximately 6.7% of individuals and is estimated to affect 16.6% of individuals at some point in their lifetime.

Graduate students are far more likely to report experiencing depression compared with the general population ( Evans et al. , 2018 ; Barreira et al. , 2020 ). Specifically, a recent study of master’s and PhD students in programs across the world, spanning a variety of disciplines, found that 39% of graduate students reported having moderate to severe depression ( Evans et al. , 2018 ). Similar studies have demonstrated high rates of depression in graduate students in specific disciplines such as economics ( Barreira et al. , 2020 ), biochemistry ( Helmers et al. , 1997 ), pharmacology ( Helmers et al. , 1997 ), and physiology ( Helmers et al. , 1997 ). Depression rates have surged in recent years among graduate students ( American College Health Association, 2014 , 2019 ). Talking about depression has become more socially acceptable, particularly among younger adults ( Anxiety and Depression Association of America, 2015 ; Lipson et al. , 2019 ), which may have contributed to the number of students willing to reveal that they are struggling with mental health. Additionally, depression is highly related to burnout, defined as a work-related chronic stress syndrome involving emotional exhaustion, depersonalization, and reduced personal accomplishment ( Maslach et al. , 2001 ; Bianchi et al. , 2014 ). Graduate work environments appear to be increasingly characterized as stressful and demanding ( American College Health Association, 2014 , 2019 ; Woolston, 2017 ), which may also be contributing to the increase in graduate depression rates.

Increasingly, scientists, psychologists, and education researchers are recognizing graduate student mental health as a concern and calling for further investigation of graduate student mental health in hopes of identifying interventions to improve graduate student quality of life (“The Mental Health of PhD Researchers,” 2019; Woolston, 2019a , b ). For example, in 2019, Nature added a question to its annual survey of PhD students asking students from around the world whether they had sought help for anxiety or depression, and more than one-third (36%) confirmed they had ( Woolston, 2019b ). Additionally, notable publication outlets such as Nature (“The Mental Health of PhD Researchers,” 2019), Scientific American ( Puri, 2019 ), and Science ( Pain, 2018 ) have published blogs or editorials spotlighting the need to improve graduate student mental health.

Some recent studies have sought to uncover the factors affecting depression in graduate students. Primarily, survey studies with predetermined factors that researchers hypothesized impact student mental health have identified poor mentor–mentee relationships ( Peluso et al. , 2011 ; Evans et al. , 2018 ; Hish et al. , 2019 ; Liu et al. , 2019 ; Charles et al. , 2021 ), financial stress ( Hish et al. , 2019 ; Jones-White et al. , 2020 ; Charles et al. , 2021 ), and lack of work–life balance ( Evans et al. , 2018 ; Liu et al. , 2019 ) to be associated with depression or depressive symptoms among graduate students in various disciplines. Other variables shown to be predictive of depression include low research self-efficacy, defined as low confidence in one’s ability to do research ( Liu et al. , 2019 ), difficulty publishing papers ( Liu et al. , 2019 ), hours worked per week ( Peluso et al. , 2011 ), and perceived institutional discrimination ( Charles et al. , 2021 ). Factors that appear to be protective of depressive symptoms include social support ( Charles et al. , 2021 ), mastery, defined as the extent to which individuals perceive themselves to be in control of the forces that impact their lives ( Hish et al. , 2019 ), positive departmental social climate ( Charles et al. , 2021 ), optimism about career prospects ( Charles et al. , 2021 ), and sense of belonging to one’s graduate program ( Jones-White et al. , 2020 ). While these studies have identified some depression-related factors associated with graduate school broadly and emphasize the importance of positive mentor–mentee relationships, few studies have explored factors specifically associated with research and teaching, the two activities that graduate students engage in most frequently during their time in a program. Additionally, the extant literature has primarily focused on surface causes of graduate student depression, yet understanding the underlying causes may be key to developing meaningful interventions. For example, while it is well established that student perception of poor mentorship is related to student depression ( Evans et al. , 2018 ; Hish et al. , 2019 ; Liu et al. , 2019 ; Charles et al. , 2021 ), it is less well understood what specific behaviors mentors exhibit and how such behaviors negatively affect the cognitive and behavioral underpinnings of graduate student depression. Without this knowledge, it is difficult to develop strategies to help mentors be more inclusive of students.

Theories of depression seek to explain the causes of depression. No theoretical model is widely accepted as an overarching framework for depression within the psychological and psychiatric communities ( Mcleod, 2015 ; Ramnerö et al. , 2016 ); instead, there are a number of models addressing how different aspects of depression are associated with the disorder. Arguably, the three most prominent models are cognitive ( Beck et al. , 1979 ), behavioral ( Martell et al. , 2001 ), and psychodynamic ( Busch et al. , 2016 ). In brief, cognitive theories focus on an individual’s beliefs and propose that changes in thinking precede depressive symptoms; for example, negative views of oneself, the world, and the future are thought to be common for individuals with depression ( Beck et al. , 1979 ; Leahy, 2002 ). Behavioral theories emphasize that depression is a result of one’s interaction with the environment; depressive symptoms are thought to be the result of decreased reward, lack of positive reinforcement, encouragement of depressive or passive behaviors, and discouragement of healthy behaviors ( Lewinsohn, 1974 ; Martell et al. , 2001 ; Carvalho et al. , 2011 ). Psychodynamic theories of depression consider the role of feelings and behaviors in the etiology and persistence of depressive symptoms; these theories often focus on 1) one’s biology and temperamental vulnerabilities, 2) earliest attachment relationships, and 3) childhood experiences associated with frustration, helplessness, loss, guilty, or loneliness ( Busch et al. , 2016 ). While each group of theories has been critiqued and no one theory fully explains one’s experience with depression ( Mcleod, 2015 ; Ramnerö et al. , 2016 ), we propose that each may be helpful in understanding how aspects of graduate school may affect depression among PhD students.

The thoughts and behaviors associated with depression may in turn affect students’ experiences in graduate school, particularly their experiences with research and teaching. While no studies have examined how depression explicitly affects graduate students’ research experiences, studies have identified ways in which depression can affect students’ experiences in undergraduate research ( Cooper et al. , 2020a , b ). Undergraduate researchers report that their depression negatively affected their motivation, ability to concentrate and remember, intellectual engagement, and creativity in research ( Cooper et al. , 2020b ). Undergraduates described that their depression also caused them to be overly self-critical, less social, and ultimately negatively affected their research productivity. Additionally, undergraduates have been reluctant to share their depression with others in the lab, because they fear that they will be judged ( Cooper et al. , 2020b ). While these studies provide some insight into how depression may affect graduate students’ experience in research, there is much less information about how depression may affect graduate teaching.

In this study, we interviewed 50 PhD students in the life sciences who self-identified with having depression with the intent of answering two research questions that address gaps in the literature: 1) What specific aspects of graduate research and teaching affect PhD student depression? 2) How does PhD students’ depression affect their experience in research and teaching?

Student Interviews

This study was done under an approved Arizona State University Institutional Review Board protocol (no. 00011040).

In Fall 2019, we surveyed graduate students by sending an email out to program administrators of all life sciences graduate programs in the United States that are listed in U.S. News & World Report (2019) . Of the 259 graduate programs that we contacted, 75 (29.0%) program administrators agreed to forward our survey to students enrolled in their graduate programs. Of the 840 graduate students who participated in the survey, 459 (54.6%) self-identified as having depression based on general demographic questions on the survey. Of the 459 students who identified as having depression, 327 (71.2%) agreed to be contacted for a follow-up interview. In Summer 2020, we sent a recruitment email out to the 327 students who identified as having depression, asking to interview them about their experiences with depression in a PhD program. We specifically did not require that students be diagnosed with depression in order to participate in the interview study. We did not want to bias our sample, as mental health care is disproportionately unavailable to Black and Latinx individuals, as well as to those who come from low socioeconomic backgrounds ( Howell and McFeeters, 2008 ; Kataoka et al. , 2002 ; Santiago et al. , 2013 ). Of the students who were contacted, 50 PhD students (15.3%) enrolled across 28 life sciences PhD programs completed an interview.

The interview script was based on a previous interview script that we had developed, which successfully elicited what aspects of research affect depression in undergraduates and how depression affects their research ( Cooper et al. , 2020a ). Our previous work has shown that research experiences do not exclusively worsen depression, but that aspects of research can also help students manage their depression ( Cooper et al. , 2020a ). As such, our interview questions explored what aspects of research helped students manage their depression (positively affecting depression), and what aspects worsened students’ depression (negatively affecting depression). Additionally, we hypothesized that other prominent aspects of graduate school, such as teaching, would also affect PhD student depression and revised the interview script to include questions focused on examining the relationship between depression and teaching. We asked students what aspects of graduate research and teaching made their depression worse and what aspects helped them manage their depression. Participants were invited to come up with as many aspects as possible. We also asked how students perceived their depression affected their research and teaching. With the knowledge that we would be conducting interviews during summer of 2020 in the midst of the COVID-19 pandemic, and that the pandemic had likely exacerbated graduate student depression ( Chirikov et al. , 2020 ), we directed students to not reference aspects of research and teaching that were uniquely related to the pandemic (e.g., teaching remotely or halted research) when discussing the relationship between research, teaching, and depression. We were specifically interested in aspects of teaching and research that affected student depression before the pandemic and would presumably affect student depression afterward. We conducted think-aloud interviews with four graduate students who identified as having depression to ensure that our questions would not offend anyone with depression and to establish cognitive validity of the interview script by ensuring that each student understood what each question was asking. The interview script was iteratively revised after each think-aloud interview ( Trenor et al. , 2011 ). A final copy of the interview script can be found in the Supplemental Material.

All interviews were conducted using Zoom by one of two researchers (L.E.G. or K.M.C.). The average interview time was about 45 minutes. After the interview, all participants were sent a short survey to collect their demographics and additional information about their depression (a copy of the survey can be found in the Supplemental Material). Participants were provided a small monetary gift card in exchange for their time. All interviews were deidentified and transcribed before analysis.

Interview Analysis

Three researchers (L.E.G., N.J.W., and K.M.C.) independently reviewed 12 of the same randomly selected interviews to explore each idea that a participant expressed and to identify recurring themes ( Charmaz, 2006 ). Each researcher took detailed analytic notes during the review. After, the three researchers met to discuss their notes and to identify an initial set of recurring themes that occurred throughout the interviews ( Saldaña, 2015 ). The authors created an initial codebook outlining each theme and the related description. Together, the authors then reviewed the same set of five additional interviews to validate the themes outlined in the codebook and to identify any themes that may have been missed during the initial review. The researchers used constant comparison methods to compare quotes from the interviews to each theme and to establish whether any quotes were different enough from a particular theme to warrant an additional code ( Glesne and Peshkin, 1992 ). Together, the three researchers revised the codebook until they were confident that it captured the most common themes and that no new themes were emerging. A final copy of the codebook can be found in the Supplemental Material. Two authors (L.E.G. and N.J.W.) used the final codebook to code five randomly selected interviews (10% of all interviews) and their Cohen’s κ interrater score was at an acceptable level (κ = 0.94; Landis and Koch, 1977 ). Then, one researcher (N.J.W.) coded the remaining 45 interviews. In the text, we present themes mentioned by at least 10% of interviewees and use quotes to highlight themes. Some quotes were lightly edited for clarity.

Author Positionality

Some of the authors identify as having depression and some do not. One author had completed a PhD program (K.M.C.), one author was in the process of completing a PhD program (L.E.G.), and two authors were undergraduates (N.J.W. and I.F.) at the time when the interviews and analyses took place.

Interview Participants

Fifty PhD students agreed to participate in the study. Students were primarily women (58%), white (74%), and continuing-generation college students (78%). Twelve percent of students were international students, and the average age of the participants was 28 years old. While 20% of students were unsure of their career goals, 32% of students planned to pursue a career in academia, and 24% were planning to pursue a career in industry. Students reported how severe they perceived their depression to be, on average, during the time they had spent in their PhD programs. Most students reported their depression as either moderate (50%) or severe (28%). Eighty percent of students reported being diagnosed with depression, and 74% reported receiving treatment for depression. Participants were at different stages in their PhD programs ranging from first year to sixth year or more. Three students had graduated between the time they completed the initial survey and when they participated in the interview in Summer 2020. Students self-reported their main research areas and represented a broad range, with ecology and evolutionary biology (26%), animal science (14%), molecular biology (14%), and neurobiology (10%) being the most common. Eighty-six percent of students had experience teaching undergraduates, primarily as teaching assistants (TAs), at the time of the interviews. All student demographics are summarized in Table 1 .

Participant demographics

The Effect of Research on Graduate Student Depression

Students more commonly identified ways that research negatively affected their depression than ways research positively affected their depression. Considering all factors that students listed and not just those that were most common, students on average listed two ways in which an aspect of research negatively affected their depression and one way in which an aspect of research positively affected their depression.

The most commonly reported aspect of research that worsened students’ depression was experiencing failures, obstacles, or setbacks in research. Specifically, students cited that failed experiments, failed research projects, and the rejection of manuscripts and grants was particularly difficult for their depression. Conversely, students highlighted that their depression was positively affected when they were able to make substantial progress on their research projects; for example, if they wrote part of a manuscript or if an experiment worked. Students also explained that accomplishing smaller or mundane research tasks was helpful for their depression, both because they felt as though they were checking off a box and also because it allowed them to focus on something other than the negative thoughts often associated with depression.

Students also highlighted that the unstructured nature of graduate research worsened their depression. Specifically, students described that, in graduate research, there are often no clear directions, sets of guidelines, or deadlines to help structure their day-to-day activities. Without this structure, students need to rely on their own motivation to outline goals, accomplish tasks, or seek help, which participants described can be difficult when one is experiencing a depressive episode. However, students also felt as though the unstructured nature of research benefited their depression, because it allowed for flexibility. Those who did not have frequent deadlines or strict schedules were able to not conduct research on days when they needed to recover from a depressive episode or schedule research around therapy or other activities that had a positive impact on their depression. Finally, students highlighted that their passion for their research was protective against depression. Their love for the subject of their research or thinking about how their work may have a positive impact on others could positively affect their motivation or mood.

Students described that their relationships with others in the lab also affected their depression. Specifically, if their mentors or others in their lab had unreasonable or overwhelming expectations of them, it could make them feel as though they would never be able to meet such expectations. Research also provides an environment for students to constantly compare themselves with others, both those in supervisory roles as well as peers. Notably, when students mentioned comparing themselves with others, this comparison never made them feel good about themselves, but was exclusively detrimental to their depression; they felt as though they would never be able to accomplish what others had already accomplished. Students’ relationships with their mentors also seemed to have a notable impact on their depression. Having a positive relationship with their mentors or a mentor who provided psychosocial support positively affected their depression, whereas perceiving a negative relationship with their mentors, particularly a mentor who provided consistently harsh or negative feedback, was detrimental. Students who had absent mentors or mentors who provided infrequent technical support and guidance also felt as though this situation worsened their depression, because it prevented or prolonged their success in research. Finally, students highlighted that conducting graduate research can be isolating, because you are often working on something different from those in the lab or because those outside graduate school cannot relate to the stress and struggles associated with research. However, in instances in which students were able to collaborate with others, this could be protective against depression, because it gave students a sense of comradery or validated their feelings about specific aspects of research. The most common research-related factors that students reported negatively and positively affected their depression and example student quotes of each factor are reported in Tables 2 and and3, 3 , respectively.

Research-related factors that PhD students reported negatively affected their depression

Research-related factors that PhD students reported positively affected their depression

The Effect of Teaching on Graduate Student Depression

We asked all graduate students who had teaching experience ( n = 43) how teaching affected their depression. Graduate students more commonly identified ways that teaching positively affected their depression than ways teaching negatively affected their depression. On average, considering all factors that graduate students listed and not just those that were most common, participants listed two ways in which teaching positively affected their depression and one way in which teaching negatively affected their depression.

Graduate students most commonly highlighted that teaching provided positive reinforcement from undergraduates, which helped them manage their depression. This positive reinforcement came in multiple forms ranging from formal teaching evaluations to positive verbal comments from undergraduates about how good a graduate student was at teaching to watching undergraduates accomplish academic goals or grasp complex concepts. A subset of graduate students highlighted that teaching was good for their depression, because it was something they were passionate about or that they genuinely enjoyed. As such, it was a source of happiness, as was being able to collaborate and form friendships with other TAs or instructors. Some graduate students also acknowledged that they felt confident teaching, often because they had mastered content that undergraduates had not. However, this was not always the case; some graduate students highlighted that a lack of teaching training and preparation negatively affected their self-efficacy as instructors, which in turn exacerbated their depression. This was further exacerbated by the pressure that graduate students put on themselves to perform well as instructors. The potential to have a negative impact on undergraduates and their learning experiences could worsen students’ depression by increasing the stress surrounding their performance as a teacher. Additionally, some graduate students received negative reinforcement from undergraduates, in the form of negative comments on formal teaching evaluations or disrespectful behavior from undergraduates such as groans or eye rolls, which graduate students explained negatively affected their self-efficacy, further worsening their depression.

Students also highlighted that teaching could negatively affect their depression because it interfered with the time they felt they needed to be spending on research or added to the large number of responsibilities they had as graduate students. However, some students welcomed time away from research; teaching sometimes served as a distraction from research-related stressors. Students also highlighted that teaching is structured, which positively affected their depression. That is, there are concrete tasks, such as grading, that need to be accomplished or places that the graduate student needs to be during a specific time. This structure helped motivate them to accomplish teaching goals, even if they were feeling a lack of motivation because of their depression. The most common teaching-related factors that graduate students reported negatively and positively affected their depression and example student quotes for each factor are reported in Tables 4 and and5, 5 , respectively.

Teaching-related factors that PhD students reported negatively affected their depression

a Forty-three out of the 50 students who participated in the study had experience teaching undergraduates either as a TA or as an instructor of record. We only considered the responses from the TAs with teaching experiences when calculating the percent of students who reported each factor.

Teaching-related factors that PhD students reported positively affected their depression

The Effect of Depression on Graduate Research

In the interviews, we asked graduate students how their depression affected their graduate research, if at all. They identified three primary ways in which depression could affect research, all of which were negative. The most common way depression affected research was interfering with students’ motivation, which in turn affected their productivity. Students described that their productivity was affected immediately, for example, struggling to execute daily tasks like collecting or analyzing data. However, graduate students described that their lack of motivation ultimately resulted in larger consequences, such as delays in getting papers submitted and published. In fact, some graduate students explicitly stated that they felt as though they would have been able to graduate earlier if they had not had depression. The second way in which depression affected graduate students’ research is that it interfered with their ability to focus or concentrate. Students primarily explained that the lack of focus did not delay their research but caused their research to be less enjoyable or made them frustrated because they had to expend additional mental energy to execute tasks. Depression also caused students to be less confident or overly critical of themselves. Specifically, if an experiment did not go right or they experienced rejection of a manuscript, they tended to internalize it and blame themselves. This lack of confidence often inhibited students’ abilities to make decisions about research or take risks in research. They described frequently second-guessing themselves, which made decisions and taking risks in research more difficult. The most common ways students reported that their depression affected their research and example student quotes are reported in Table 6 .

Self-reported ways that depression affected PhD students’ research or the student as a researcher

The Effect of Depression on Teaching

Graduate students described one positive way and two negative ways that depression affected their teaching. Students explained that, because they had experienced depression, they were more compassionate and empathetic toward the undergraduates in their courses. Specifically, they felt they could better understand some of the struggles that undergraduates experience and were sometimes more likely to be flexible or lenient about course requirements and deadlines if an undergraduate was struggling. However, graduate students reported that depression also negatively affected their teaching. Specifically, depression could cause graduate students to feel disconnected or disengaged from undergraduates. It could also cause graduate students to feel as though they had a lack of energy or felt down when teaching. The common self-reported ways that depression affected PhD students’ teaching and example quotes are reported in Table 7 .

Self-reported ways that depression affected PhD students’ teaching or the graduate student as an instructor

Despite the increasing concern about graduate student mental health among those in the scientific community ( Pain, 2018 ; “The Mental Health of PhD Researchers,” 2019; Puri, 2019 ), there is a lack of information about how specific aspects of science PhD programs affect students with depression. This is the first study to explicitly investigate which particular aspects of research and teaching affect depression among life sciences PhD students and how depression, in turn, affects graduate students’ experiences in research and teaching. Overall, graduate students highlighted factors related to teaching and research that both alleviated and exacerbated their symptoms of depression. Graduate students more commonly brought up ways that research negatively affected their depression, than ways that it positively affected their depression. Conversely, graduate students more commonly mentioned ways that teaching had a positive effect on their depression compared with a negative effect. The requirement and opportunity to teach differs among life sciences graduate programs ( Schussler et al. , 2015 ; Shortlidge and Eddy, 2018 ). As such, future research should investigate whether the amount of teaching one engages in during graduate school is related to levels of graduate student depression. Despite differences in how teaching and research affect student depression, this study unveiled factors that protect against or worsen depressive symptoms. Specifically, four overarching factors affecting graduate student depression emerged from the interviews: 1) Structure; 2) Positive and Negative Reinforcement; 3) Failure and Success; 4) Social Support and Isolation. We discuss here how each of these factors may positively and negatively affect graduate student depression.

One stark contrast between research and teaching is the amount of structure in each activity. That is, students expressed that research goals are often amorphous, that there are not concrete instructions for what needs to be accomplished, and that there is often no set schedule for when particular tasks need to be accomplished. Conversely, with teaching, graduate students often knew what the goals were (e.g., to help students learn), exactly what they needed to accomplish each week (e.g., what to grade, what to teach), and when and where they needed to show up to teach (e.g., a class meets at a particular time). Graduate students highlighted that a lack of structure, particularly in research, was detrimental for their depression. Their depression often made it difficult for them to feel motivated when there was not a concrete task to accomplish. Major depression can interfere with executive function and cognition, making goal setting and goal achievement particularly difficult ( Elliott, 1998 ; Watkins and Brown, 2002 ). In fact, research has documented that individuals with depression generate less specific goals and less specific explanations for approaching a goal than individuals who do not have depression ( Dickson and Moberly, 2013 ). As such, it may be particularly helpful for students with depression when an activity is structured, relieving the student from the need to articulate specific goals and steps to achieve goals. Students noted that the lack of structure or the flexibility in research was helpful for their depression in one way: It allowed them to better treat their depression. Specifically, students highlighted that they were able to take time to go to therapy or to not go into the lab or to avoid stressful tasks, which may be important for successful recovery from a depressive episode ( Judd et al. , 2000 ).

Compared with conducting research, many participants reported that the concrete tasks associated with teaching undergraduates were helpful for their depression. This is supported by literature that illustrates that concrete thinking, as opposed to abstract thinking, can reduce difficulty making decisions in individuals with depression ( Dey et al. , 2018 ), presuming that teaching often requires more concrete thinking compared with research, which can be more abstract. Additionally, cognitive-behavioral treatments for depression have demonstrated that developing concrete goals for completing tasks is helpful for individuals with depression ( Detweiler-Bedell and Whisman, 2005 ), which aligns with graduate students’ perceptions that having concrete goals for completing teaching tasks was particularly helpful for their depression.

Positive and Negative Reinforcement

Graduate students reported that the negative reinforcement experienced in research and teaching had a significant negative effect on their depression, while the positive reinforcement students experienced only in teaching had a positive effect. Notably, students did not mention how positive reinforcement affected their depression in the context of research. Based on student interviews, we predict that this is not because they were unaffected by positive reinforcement in research, but because they experienced it so infrequently. Drawing from behavioral theories of depression, the concept of response-contingent positive reinforcement (RCPR; Lewinsohn, 1974 ; Kanter et al. , 2004 ) helps explain this finding. As summarized by Kanter and colleagues (2004) , RCPR describes someone seeking a response and being positively reinforced; for example, graduate students seeking feedback on their research are told that what they have accomplished is impressive. Infrequent RCPR may lead to cognitive symptoms of depression, such as low self-esteem or guilt, resulting in somatic symptoms of depression, such as fatigue and dysphoria ( Lewinsohn, 1974 ; Martell et al. , 2001 ; Manos et al. , 2010 ). RCPR is determined by three factors. 1) How many potential events may be positively reinforcing to an individual. For example, some people may find an undergraduate scoring highly on an exam in a class they are teaching to be reinforcing and others may find that they only feel reinforced when an undergraduate explicitly compliments their teaching. 2) The availability of reinforcing events in the environment. If graduate students’ mentors have the ability to provide them with RCPR but are never able to meet with them, these reinforcing events are unavailable to them. 3) The instrumental behavior of an individual. Does the individual exhibit the behavior required to obtain RCPR? If graduate students do not accomplish their research-related tasks on time, they may not receive RCPR from their mentor. If individuals are not positively reinforced for a particular behavior, they may stop exhibiting it, further exacerbating the depressive cycle ( Manos et al. , 2010 ). Therefore, the lack of positive reinforcement in research may be particularly damaging to graduate students, because it may discourage them from completing tasks, leading to additional depressive symptoms. Conversely, teaching presents many opportunities for positive reinforcement. Every time graduate students teach, they have the opportunity to receive positive reinforcement from their students or to witness a student’s academic accomplishment, such as an undergraduate expressing excitement when they understand a concept. As such, it is not surprising that positive reinforcement was the primary teaching-related factor that graduate students reported helped with their depression. Despite the positive reinforcement of teaching for graduate students with depression, we are not suggesting that graduate students should take on additional teaching loads or that teaching should be viewed as the sole respite for graduate students with depression. Overwhelming students with increased responsibilities may counteract any positive impact that teaching could have on students’ depression.

Failure and Success

Failure and success affected student depression, but only in the context of research; contrary to research, students rarely mentioned concrete metrics for success and failure in teaching. While graduate students highlighted receiving positive or negative reinforcement from undergraduates, they did not relate this to being a “successful” instructor. It is unsurprising that graduate students did not mention failing or succeeding at teaching, given that experts in teaching agree that it is difficult to objectively evaluate quality teaching ( d’Apollonia and Abrami, 1997 ; Kember et al. , 2002 ; Gormally et al. , 2014 ). In fact, the lack of teacher training and knowledge about how to teach effectively negatively affected student depression, because it could cause students to feel unprepared as an instructor. Integrating teacher training into graduate programs has been championed for decades ( Torvi, 1994 ; Tanner and Allen, 2006 ; Schussler et al. , 2015 ); however, the potential for such training to bolster graduate student mental health is new and should be considered in future research. With regard to graduate students’ research, the concept of success and failure was far more concrete; students mentioned failing in terms of failed experiments, research projects, and rejected manuscripts and grant proposals. Successes included accepted manuscripts, funded grant proposals, and concrete progress on significant tasks, such as writing or conducting an experiment that yielded usable data. Failure has been shown to negatively affect depression among undergraduate researchers ( Cooper et al. , 2020a ), who are hypothesized to be inadequately prepared to experience failure in science ( Henry et al. , 2019 ). However, it is less clear how well prepared graduate students are to experience failure ( Simpson and Maltese, 2017 ). Drawing from cognitive theories of depression, depression is associated with dysfunctional cognitive schemas or dysfunctional thinking that can lead individuals with depression to have negative thoughts about the world, themselves, and the future and to interpret information more negatively than is actually the case (called negative information-processing biases; Beck, 1967 ; Beck et al. , 1979 ; Gotlib and Krasnoperova, 1998 ; Maj et al. , 2020 ). Related to failure, individuals with dysfunctional cognitive schemas may harbor beliefs such as if something fails at work (or in graduate research), they are a failure as a person or that a small failure can be as detrimental as a larger failure ( Weissman, 1979 ; Miranda and Persons, 1988 ). As such, setbacks in research may be particularly difficult for PhD students with depression. Graduate students in our study also mentioned how failing in research was often out of their control, particularly failure related to experiments and research projects. The extent to which one feels they can control their environment is important for mental health, and lower estimates of control have been hypothesized to be an important factor for depression ( Grahek et al. , 2019 ). Therefore, this feeling of being unable to control success in research may further exacerbate student depression, but this would need to be tested. Importantly, these findings do not imply that individuals with depression are unable to cope with failure; they only suggest that individuals perceive that failure in science can exacerbate their depression.

Social Support and Isolation

Graduate students reported that feelings of isolation in research could worsen their depression. Specifically, they highlighted that it can be difficult for their mental health when their friends outside graduate school cannot relate to their struggles in research and when others in their research group are not working on similar projects. One study of more than 1400 graduate students at a single university found that feeling isolated from fellow graduate students and faculty positively predicted imposter phenomenon ( Cohen and McConnell, 2019 ), defined as the worry that they were fooling others about their abilities and that their fraudulence would be exposed ( Clance and Imes, 1978 ), which is positively correlated with depression among college students ( McGregor et al. , 2008 ). Developing a positive lab environment, where undergraduates, graduate students, and postgraduates develop positive relationships, has been shown to positively affect undergraduates ( Cooper et al. , 2019 ) and may also positively affect graduate students who experience such feelings of isolation. Graduate students in this study described that both teaching and research had the potential to be a source for relationship development and social support. Students who described positive collaborative relationships in research and teaching felt this had a positive impact on their depression, which aligns with a review of studies in psychiatry concluding that being connected to a large number of people and having individuals who are able to provide emotional support by listening or giving advice is protective against depression ( Santini et al. , 2015 ), as well as a study that found that social support is protective against depression, specifically among the graduate population ( Charles et al. , 2021 ).

These four factors provide clear targets for graduate programs looking to improve the experiences of students with depression. For example, increasing structure in research could be particularly helpful for graduate students with depression. Ensuring that students have concrete plans to accomplish each week may not only positively impact depression by increasing structure, but ultimately by increasing a student’s success in research. Research mentors can also emphasize the role of failure in science, helping students realize that failure is more common than they may perceive. Increasing opportunities for positive reinforcement in teaching and research may be another avenue to improving student mental health. Providing students with appropriate teacher training is a first step to enhancing their teaching skills and potential for positive reinforcement from undergraduate students ( Schussler et al. , 2015 ). Additionally, teaching evaluations, a common form of both positive and negative reinforcement, are known to be biased and disadvantage women, People of Color, and those with non–English speaking backgrounds ( Fan et al. , 2019 ; Chávez and Mitchell, 2020 ) and arguably should not be used to assess teaching. In research, mentors can make an effort to provide positive feedback or praise in meetings in addition to critiques. Finally, to provide social support to graduate students with depression, graduate programs could consider creating specific initiatives that are related to supporting the mental health of graduate students in their departments, such as a support group for students to meet and discuss their experiences in graduate school and how those experience pertain to their mental health.

Limitations and Directions for Future Research

In this study, we chose to only interview students with the identity of interest (depression), as is common with exploratory studies of individuals with underserved, underrepresented, or marginalized identities (e.g. Carlone and Johnson, 2007 ; Cooper and Brownell, 2016 ; Barnes et al. , 2017 , 2021 ; Downing et al. , 2020 ; Gin et al. , 2021 ; Pfeifer et al. , 2021 ). However, in future studies, it would be beneficial to also examine the experiences of individuals who do not have depression. This would provide information about the extent to which specific aspects of graduate research and teaching are disproportionately beneficial or challenging for students with depression. In this study, we did not explicitly examine whether there was a relationship between students’ identities and depression because of the small number of students in particular demographic groups. However, a theme that occurred rather infrequently (but is included in the Supplemental Material) is that discrimination or prejudice in the lab or academia could affect depression, which was reported exclusively by women and People of Color. As such, disaggregating whether gender and race/ethnicity predicts unique factors that exacerbate student depression is an important next step in understanding how to create more equitable and inclusive research and teaching environments for graduate students. Moreover, our sample included a significant number of students from ecology and evolutionary biology PhD programs, which may limit the generalizability of some findings. It is important to acknowledge potential subdisciplinary differences when considering how research may affect depression. Additionally, some of the factors that affect student depression, such as lack of teaching training and confidence in teaching, may be correlated with time spent in a graduate program. Future quantitative studies would benefit from examining whether the factors that affect student depression depend on the student’s subdiscipline and time spent in the graduate program. The primary focus of this study was the relationship between depression and graduate teaching/research. Many of the factors that emerged from the interviews are also associated with burnout ( Bianchi et al. , 2014 ; Maslach et al. , 2001 ). Burnout and depression are known to be highly related and often difficult to disaggregate ( Bianchi et al. , 2014 ). It was beyond the scope and design of this study to disaggregate which factors relate exclusively to the condition of burnout. Additionally, the interviews in this study were collected at a single time point. Thus, we are unable to differentiate between students who had depression before starting graduate school and students who experienced depression after starting graduate school. Future longitudinal studies could explore the effects of students’ experiences in research and teaching on their depression over time as well as on long-term outcomes such as persistence in graduate programs, length of time for degree completion, and career trajectory. This study identified a number of factors that graduate programs can address to benefit graduate student mental health, and we hope that future studies design and test interventions designed to improve the experiences of graduate students in teaching and research.

In this interview study of 50 life sciences PhD students with depression, we examined how graduate research and teaching affect students’ depressive symptoms. We also explored how depression affected graduate students’ teaching and research. We found that graduate students more commonly highlighted ways that research negatively affected their depression and ways that teaching positively affected their depression. Four overarching factors, three of which were related to both teaching and research, were commonly associated with student depression, including the amount of structure provided in research and teaching, failure and success, positive and negative reinforcement, and social connections and isolation. Additionally, graduate students identified depression as having an exclusively negative effect on their research, often hindering motivation, concentration, and self-esteem. However, they did note that depression made them more compassionate teachers, but also could cause them to have low energy or feel disconnected when teaching. This study provides concrete factors that graduate programs can target in hopes of improving the experiences of life sciences PhD students with depression.

Important Note

There are resources available if you or someone you know is experiencing depression and want help. Colleges and universities often have crisis hotlines and counseling services designed to provide students, staff, and faculty with treatment for depression. These can often be found by searching the university website. Additionally, there are free 24/7 services such as Crisis Text Line, which allows you to text a trained live crisis counselor (text “CONNECT” to 741741; Text Depression Hotline, 2019 ), and phone hotlines such as the National Suicide Prevention Lifeline at 1-800-273-8255 (TALK). If you would like to learn more about depression or depression help and resources near you, visit the Anxiety and Depression Association of American website: https://adaa.org ( Anxiety and Depression Association of America, 2019 ) and the Depression and Bipolar Support Alliance: http://dbsalliance.org ( Depression and Bipolar Support Alliance, 2019 ).

Acknowledgments

We are incredibly grateful to the 50 graduate students who were willing to share their personal experiences with us. We thank Sara Brownell, Tasneem Mohammed, Carly Busch, Maddie Ostwald, Lauren Neel, and Rachel Scott for their helpful feedback on earlier drafts of this work. L.E.G. was supported by an NSF Graduate Fellowship (DGE-1311230). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.

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Alarming Increase of Depression and Anxiety Among the PhD and Post-doctoral Researchers

PhD and post-doctoral researchers are feeling exhausted, overworked, and are worried about their future. If this is how you are feeling, you are not alone. The stress and pressure of academic life can be relentless, leading to depression and anxiety. Disturbingly, it is becoming common for young researchers to battle with mental health issues. This is especially prevalent in life sciences and engineering. Why is this happening?

Why are Researchers Struggling?

The American author Zig Ziglar summed up what people thrive on well: “ Research indicates that employees have three prime needs: Interesting work, recognition for doing a good job, and being let in on things that are going on in the company.”

Researchers tend to be passionate and enthusiastic about their work. They want to make a meaningful contribution to their field. Therefore, the above quote describes them well. The factors that contribute to stress and lead to anxiety and depression are listed below. It comes as no surprise that researchers, by nature, try too hard and fall victim to these stresses .

Extended hours: As you know, academia comes with a considerable amount of responsibility. As you progress up the academic ladder, your responsibilities increase. You must balance teaching, admin, and research. You spend evenings and weekends working to keep up.
Mentorship Relationship : Many researchers feel unsupported by their PIs. Some PIs expect a lot from their researchers, or PIs themselves are overwhelmed and therefore unable to offer the required
Future: Uncertainty about your career prospects for the future can be frustrating and worrying.
Financial uncertainty: Often, in academia, researchers are underpaid and funds are available for short time periods, leading to financial insecurity.
Frequent evaluation: The constant reports to faculty and funders put extra pressure on researchers.
Competitive atmosphere: Resources are scarce. Therefore, the competition for funding is enormous. Postdocs and PhDs are under more pressure to be productive.
Management style: Researchers are at higher risk of mental health issues if their lab culture is bureaucratic. People are happier when they are part of the decision process, especially at D. and postdoc level where one expects to run with a project.
Mental wellbeing of University staff: Emotional and physical exhaustion among the PIs, negatively impact the students under them.

Stress intensifies as things become urgent towards the end of your project. Your submission deadlines are looming, and your funds are coming to an end. It can be overwhelming to complete a project as well as plan your future at the same time.

Signs that your mental health is in trouble include:

Disrupted sleep
Cognitive impairment
Mood changes
Working long hours at night
Emotional outbursts
Eating disorders

Mental Wellbeing Studies

The stats are high. Research on the mental health of Ph.D. students showed that 32 % are likely to develop depression. A 2016 survey found that 41 % of PhDs and postdocs were anxious, and 39 % were depressed. This is not new news, in 2013 and 2014, similar studies found that about one-third of postdocs were struggling with their mental health.

Mentors can Help

If you are a PI or a supervisor, you understand first-hand the pressures that your researchers are under. Here are some tips to help your students :

This is a great prevention strategy. Mentors should be aware of their student’s mental health and educate them about the risks and signs of anxiety and depression.
Training: Mentors could benefit from training on this subject so that they can identify a student who is struggling and assist them.
Career Advice: Future employment opportunities are worrying Therefore, mentors should inform students of the low prospects of securing an academic position. Furthermore, they should advise them to research alternative career paths as possible options at the start of their project. It becomes too stressful to find employment when your deadline is approaching.
Compassionate and kind leadership: Listen to your students and put yourself in their shoes.
Be inspirational to your researchers. This will help create a happy team.

Keep Your Mind Healthy

We all know what we should be doing to keep physically and mentally healthy . Let me remind you.

Get enough sleep.
Exercise regularly, relieve stress.
Eat healthy food.
Connect with friends and family.
Get professional help to resolve stress and anxiety.
Make time for things you enjoy.

Get Help – Speak Out

It is time to get help if you start thinking about harming yourself, you feel overwhelmed about things that you usually cope with, you rely on drugs or alcohol to feel better, you still feel down even if something good happens, you are unsure why you are feeling down or you struggle with daily tasks.

If you are struggling, consult your healthcare practitioner or University counseling program. Chances are you are one of many academics suffering from a mild mental disorder. When researchers do eventually get help, they wonder why they waited so long. It is amazing to know how much better you will function with your daily tasks.

Remember, there is life outside the lab!

Academia can be a rewarding career. You just need to know what you are in for, manage your stress and remember your life outside the lab. Most of all, understand that you are not alone, a lot of researchers are feeling the same, but possibly not talking about it. Postdocs who have spoken up about their struggles have had many responses from researchers in similar situations. If everyone who struggled with mental health issues spoke up, we would realize how prevalent it is. This would go a long way toward fighting the stigma associated with mental health struggles.

Have you noticed that you or your colleagues are struggling with mental wellbeing? Help us fight the stigma by speaking out in the comments section below.

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14 December 2021

Depression and anxiety ‘the norm’ for UK PhD students

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Chris Woolston is a freelance writer in Billings, Montana.

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PhD students in the United Kingdom are more likely than other educated members of the general public to report symptoms of depression or anxiety, according to a survey.

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doi: https://doi.org/10.1038/d41586-021-03761-3

Hazell, C. M. et al. Humanit. Soc. Sci. Commun. 8 , 305 (2021).

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Levecque, K., Anseel, F., de Beuckelaer, A., van der Heyden, J. & Gisle, L. Res. Pol. 46 , 868–879 (2017).

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PhD and Postdoc Life / What's it like? / Work-Life Balance

Post PhD Submission Fatigue. Part 1

by Sarah Lang · Published 12/07/2021 · Updated 07/03/2022

As some of you might know, I submitted my PhD thesis a while ago. I knew about the supposed post-(PhD)-partum depression from stories, of course. I wasn’t sure how it was going to play out for myself. Now after more than a month, I’m definitely still in the deep of it and I’d like to share what I feel like and possibly discuss how others felt (if you’re willing to share). As of writing this article, I’m in a phase where I feel much better and get a little productive again and but then also fall back into a hole of being very tired (just for the record, so you know where I currently stand in the recovery process).

Having web-searched for the topic many times, I know that there are quite a few posts online but I found that most of them weren’t super helpful to me. I hope it might help someone to have my perspective as you’re going through it. In this post, I’m going to outline what Post-PhD-submission Fatigue is (according to me, my friends’ experiences and what I’ve found on the web), what I’ve heard about it and what people are saying about it. I will also set out to gather advice from “survivors”, so that we might even be able to provide some guidance if anybody comes across this post feeling lost. However, the personal experiences stories and the advice will probably mostly go into part two of this blog. Without further ado, let’s get into it…

What is Post PhD Submission Fatigue?

It’s a name (or even set of names) people have come up with to describe the feeling you get after the submission of your PhD thesis. Unlike what you’d think, most people do feel relieved but not in the happy-happy way they had imagined. Most people end up feeling extremely drained and like they’ve fallen into a void, lost perspective, don’t have that one big life goal to work towards, etc.

Some say it feels like burnout…

Some say it feels like burnout, some have even related it to symptoms of Post Traumatic Stress . In order to think through whether this classification makes sense, let me start with listing a few commonly mentioned symptoms of both (so you can check if you think any apply to you). If you feel that they do, don’t jump to conclusions. But if you very strongly related to them, make sure to reach out to a therapist or counselor as soon as possible. These issues can be quite serious and you shouldn’t feel “stupid” asking for help if you need it!

As symptoms for burnout, lots of web sources ( for example ) commonly list exhaustion (physical and mental), being annoyed at the world and your life (cynicism, feeling useless, feeling things don’t make sense or are pointless), lack of concentration, being easily irritated and missing more and more time from work due to sick days.

Watch out for common indicators of too much stress: Sleep, digestion, headaches

Additionally, common indicators of too much stress like issues with sleep, digestion or headaches can come with the package. These are all indicators you’re suffering from overwork and should see a doctor, therapist or at least dial down a little (reduce work, take a vacation, etc.) If the symptoms persist for a longer period of time that’s a sign that something’s off and you should seek help.

Personally, despite feeling super tired, I wouldn’t say that any of those common indicators of stress (or burnout) apply to how I’m feeling at all…

A further indicator you might be suffering from burnout – maybe most importantly -, is depression. For me personally, I can only relate to very few of those burnout symptoms but absolutely not depression (though I’m not a stranger to that, so I know how it feels). I have no indicators of too much stress.

I do have bursts of stress and anxiety but feel good and happy overall. Mostly I’m just very tired. The number of work hours I can reliably get in a day are about 3-4 maximum and notably, I get overwhelmed much more quickly than usual. I’ve been trying to conceptualize what it feels like over the last few weeks and I think the most obvious problem for me currently is being very “jumpy” when it comes to work. I get overwhelmed when to-dos pile up. I get stressed and panicked really quickly. But I can also shut work out much better than usual (maybe due to lack of energy or the overwhelm with it just being way too high).

I wouldn’t be surprised to find myself with symptoms of burnout because I have had tendencies of (seriously) working too much since my early youth. However, I also have always really enjoyed work and (over-?)used it as a coping mechanism to deal with other things. Despite the last weeks of the PhD pre-submission phase being very stressful with little room for myself, they coincided with some post-lockdown reopenings. I made the most of that. I worked at the university café, went to the reopened bouldering gym and met a few friends. Despite the stress, I have profoundly happy memories from that time. However, I feel that the past four weeks (ergo the first weeks post submission) have been somewhat of a blur. Time seemed to pass very fast.

Right after the submission, I had to prep getting to my US fellowship so it was quite busy. I was stressed but also still in the go-getter mindset from before the submission. I actually really like this mindset and I hope I can eventually re-cultivate it in the future. I wasted a lot less time on non-essentials and was very focused when I worked. Once I had arrived in the US, there was some jetlag and adjusting to the time zone change. Although, weirdly, even after more than four weeks, I still start yawning in the early evening. I’m starting to suspect this might be a problem of low blood sugar due to intermittent fasting (which I had been trying but will probably discontinue as I don’t really see the benefit).

When I first arrived in the US, I couldn’t look at any work at all in the beginning. I wouldn’t open my email or even go near anything work related. My memory has been horrible for weeks (getting much better now in month 2 post submission). I needed to write everything down and at the same time was continuously panicked I might have forgotten someting or missed a deadline. Despite the fact that I currently don’t even have all that many meetings or deadlines I could miss. So I feel that I was a bit too hyperfocused on what I had to get done.

Post Traumatic Stress versus Post Dissertation Stress?

Now let’s just take a quick look at symptoms of Post Traumatic Stress. Which some people have related to their own Post Dissertation Stress ( read more here ). These, however, are quite a bit more severe than what I have been experiencing, even though some people have drawn the parallel (and I can see why). Common symptoms of Post Traumatic Stress are being easily frightened or getting anxious, always on your guard for danger, possibly connected to self-destructive behaviour (like drinking too much, driving recklessly, etc.) Furthermore, trouble sleeping and concentrating, being irritable, angry or aggressive and feeling guilty.

I get why people would relate what they feel to Post Traumatic Stress because I also felt that I got disproportionately triggered by, say work, responsibilities, emails, totally normal to-dos (like taking the trash out). The smallest things put me in a “frenzy” if you want to call it that. This might have also been a reason for my extremely bad memory during the time because I overreacted so much to everything that my brain was constantly too busy stressing out and couldn’t focus (and commit stuff to memory, a process which is reduced during high-strss moments). The bad memory really got to an almost dysfunctional state. I had never experienced anything like that before. And then not being in full control of my brain stressed me even more (like a vicious cycle). But I guess I got through it alright and the memory part is really not an issue anymore now.

From what I hear, people are trying to move the concept of Post Traumatic Stress away from being reserved only to huge triggers (like having been in a war, victim of rape, etc.) – but I’m not sure I like it being applied to what I have felt. I think that I’m still in such a privileged situation. I’d say maybe it’s my body being confused at the stress dissipating after an extremely high-stress time. Maybe the symptoms are similar. I’m not sure I’d want to call this Post Traumatic Stress though (btw, in case you have been wondering… yes, it was known as PTSD, i.e. disorder but the “disorder” part was removed from many mental things which aren’t actually disorder.. like Autism etc.).

More practical advice is coming to you in the next post!

So yeah, that’s my story and my take on how to conceptualize it. This was a long post already, so I’ll save everything else I’ve written down for the next part. Maybe I even have enough material for two more posts, so remember to check this blog for more related content 🙂 What you can expect is, among others, further descriptions of possible symptoms and advice for how to deal with them. How long we’ve heard that it can take (or have experienced ourselves). Some experiences from others. What information we have found for making sense of your feelings (why are you feeling like this, what could cause it?).

That’s it for now. So long and thanks for all the fish!

Cite this blog post Sarah Lang (2021, July 12). Post PhD Submission Fatigue. Part 1. Epigrammetry . Retrieved April 29, 2024, from https://doi.org/10.58079/og7u

Tags: anxiety burnout depression fatigue feeling tired fellowship Post PhD Submission Fatigue Post Traumatic Stress

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[…] have been quite busy this summer too. You have already gotten a glimpse into how I digested my post PhD submission fatigue (and I think I still owe you a second post on that). As some of you might know, I have spent three […]

[…] context is that I was exhausted after my PhD submission (still kind of am a little bit, even though it has been 6 months now! How time flies!) and decided […]

[…] a post last year about Post PhD Submission Fatigue I promised to follow up and then I never did. Post Phd Submission fatigue got me 😀 So now, […]

[…] a few months. An increasing number of PhD supervisors are choosing good supervisors in response to common PhD fatigue and PhD blues […]

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COMMENTS

Coping With Postdefense Depression
First, know who you were before the program and whom you want to be when you finish, aside from having "Doctor" added to your name. When coaching my students, I often tell them to remember their "why": the reason they started the program to begin with. That said, the "why" is irrelevant if you lose the "who" in the process.
Depression after the defense? : r/PhD
Depression after the defense? Post-PhD. I posted here a while back about my anxiety going forward. In the end I managed to write my thesis, get three papers accepted, and my defense went nearly perfect. I am in talks to sign a tailored contract that would allow me to work for a renowed university while staying in the smaller town I've come to ...
Post PhD-depression : r/PhD
Post PhD-depression . Vent Had my defense and graduated at the end of last year. I've been feeling super depressed. I don't really understand why. On paper, everything is great (work, family, friends, financial situation etc). Still, I feel lost and seriously demotivated, especially at work. I don't know if this is some kind of mid-life ...
Advice
How to Move Past Post-Dissertation Depression. Some people experience a mourning period after earning their doctorates. What to expect and how to cope. Like many Ph.D.s who crossed the finish line ...
Post-PhD depression is very real!
Post-PhD depression is very real! The journey to get there is tough. The journey through is treacherous. Walking across that stage and having the hood descend over your head… priceless! What we don't talk about enough is the struggle bus that comes after graduation. During the journey there are many feelings of excitement, regret ...
This lab asked depressed Ph.D. students what's hardest—and ...
When a 2018 study revealed that Ph.D. students suffer from depression at rates far higher than the general population, it sparked a landslide of concern about graduate student mental health, with some calling it a mental health crisis.The study highlighted a need to understand what aspects of graduate school affect depression, says Katelyn Cooper, an assistant professor at Arizona State ...
Managing While and Post-PhD Depression And Anxiety: PhD Student
How To Manage While and Post-Phd Depression. Steps. Notes. Engage With Activities Outside Academia. - Participate in sports, arts, or social gatherings. - Temporarily remove the weight of your studies from your mind. Seek A Supportive Mentor. - Find a mentor who is encouraging and positive. - Look for a 'yes and' approach to boost ...
Navigating mental health challenges in graduate school
A poll of 1,122 US faculty members found that 70% felt stressed in 2020 versus 32% in 2019 and that more than 50% were seriously considering a career change or early retirement 2. Another study ...
Post-PhD depression
This post shines some light on post-PhD depression so that we can better prepare PhD candidates for life during and after completion and provide the best support that we can to graduates. The PhD journey changes people. Even if your experience was overwhelmingly positive, a PhD changes people by virtue of its length and nature.
'You have to suffer for your PhD': poor mental health among doctoral
More than 40% of PhD students met the criteria for moderate to severe depression or anxiety. In contrast, 32% of working professionals met these criteria for depression, and 26% for anxiety. The ...
Post-Graduation Depression: Signs, Causes, and How to Cope
Post-graduation depression occurs for some people when they graduate from college or university. Causes include financial stress, changes to your routine, and the disruption of your social circle ...
PhDepression: Examining How Graduate Research and Teaching Affect
Depression in PhD Research studies have examined how depression explicitly affects gradu-ate students' research experiences, studies have identified ways in which depression can affect students' experiences in under-graduate research (Cooper et al., 2020a,b). Undergraduate researchers report that their depression negatively affected their
How to deal with post-graduation depression
Some symptoms that typically apply to every type of depression include: feelings of despair, hopelessness, or pessimism. a severe lack of motivation or loss of interest or pleasure in hobbies or ...
Systematic review and meta-analysis of depression, anxiety, and
In all, 16 studies reported the prevalence of depression among a total of 23,469 Ph.D. students (Fig. 2; range, 10-47%).Of these, the most widely used depression scales were the PHQ-9 (9 studies ...
The mental health of PhD researchers demands urgent attention
At that time, 29% of 5,700 respondents listed their mental health as an area of concern — and just under half of those had sought help for anxiety or depression caused by their PhD study. Things ...
I've just finished my PhD, and now I feel lost without academia
Other postgraduates have similarly spoken of post-PhD blues or a post-dissertation slump, focused on the feelings of sadness and malaise following an intense period of study. For me, these ...
The Post-PhD Blues. Steps I took as a humanities PhD
Photo by Yaroslav Shuraev from Pexels. While not an official diagnosis, post-PhD (or post-dissertation) depression is a very real phenomenon and many posts on the Internet have been written about it.
Postdocs in crisis: science cannot risk losing the next generation
The mental health of PhD researchers demands urgent attention We put the survey findings to several major funding organizations in Australia, Europe and the United States, and asked what they are ...
PhD Burnout: Managing Energy, Stress, Anxiety & Your Mental Health
Sadly, none of this is unusual. As this survey shows, depression is common for PhD students and of note: at higher levels than for working professionals. All of these feelings can be connected to academic burnout. The World Health Organisation classifies burnout as a syndrome with symptoms of: - Feelings of energy depletion or exhaustion;
PhDepression: Examining How Graduate Research and Teaching Affect
However, few studies have examined how graduate school specifically affects depression. In this qualitative interview study of 50 life sciences PhD students from 28 institutions, we examined how research and teaching affect depression in PhD students and how depression in turn affects students' experiences teaching and researching.
Alarming Increase of Depression and Anxiety Among the PhD and Post
Mental Illness is on the Rise Among the Ph.D. and Post-doctoral Researchers Researcher's life is ridden with lows and highs throughout the doctoral studies. Work-life balance, financial issues and funding opportunities, high expectations, peer pressure, lack of career opportunities, and relationship with the mentor contribute to anxiety, depression, burn-out, chronic fatigue among the ...
Depression and anxiety 'the norm' for UK PhD students
Overall, 71% of PhD students and 62% of working professionals who responded to the survey from April 2018 to November 2019 had experienced signs of at least mild depression. Seventy-four percent ...
Post PhD Submission Fatigue. Part 1
Post PhD Submission Fatigue. Part 1. by Sarah Lang · Published 12/07/2021 · Updated 07/03/2022. As some of you might know, I submitted my PhD thesis a while ago. I knew about the supposed post- (PhD)-partum depression from stories, of course. I wasn't sure how it was going to play out for myself. Now after more than a month, I'm ...

Post-PhD depression is very real!

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