PhD training is intellectually demanding and often described as a labour of love. Yet behind the academic achievements lies a quieter struggle with mental health. Over the past decade, studies have illuminated an alarming prevalence of psychological distress among doctoral students. Surveys in multiple countries indicate that a substantial fraction of PhD candidates experience symptoms of anxiety and depression far above the norm. Their rates exceed those observed among other highly educated people (Levecque et al., 2017; Evans et al., 2018). These findings have led some observers to speak of a graduate student mental health crisis.
This article examines the extent of the problem. It also explores why doctoral study can exact such a toll on wellbeing, and discusses how universities and students can better support mental health during the PhD journey.
Prevalence of mental health challenges among PhD students
Research consistently shows that mental health struggles are widespread among PhD students. In a landmark Belgian study, 32% of PhD students were at risk of developing a common psychiatric disorder such as depression. This rate was significantly higher than in comparable groups of other highly educated individuals (Levecque et al., 2017). Similarly, a global survey of graduate students reported that approximately 40% showed signs of moderate to severe depression or anxiety. This figure is about six times the prevalence observed in the general population (Evans et al., 2018). These statistics suggest that distress is not confined to a few individuals. It affects a considerable portion of the doctoral community.
Furthermore, the problem is not limited to one country or field. For example, a recent UK survey during the Covid-19 pandemic found a sharp rise in depression among PhD students. Three in four respondents (75%) experienced significant depression symptoms amid the research disruptions (Aristeidou and Aristidou, 2023). While the pandemic exacerbated pressures, even pre-pandemic cohorts showed elevated risk. Notably, doctoral candidates face a much higher risk of mental illness. One analysis found they are roughly 2.5 times more likely than other highly educated adults to suffer depression or anxiety (Levecque et al., 2017). Some extreme outcomes have also been reported. In one UK poll, a troubling proportion of respondents met criteria for suicidal ideation (Hazell, 2022), underscoring the severity of the issue. Although not every study finds equally high prevalence rates (Keloharju et al., 2024), the overall evidence is clear. PhD students as a group face markedly higher mental health challenges compared to their peers.
Why doctoral study strains mental health
Several factors inherent in doctoral training contribute to these elevated mental health risks. Intense academic pressure and workload are primary culprits. Doctoral programs demand long hours of focused work, high productivity, and constant performance evaluation. Many students work evenings and weekends, driven by looming publication deadlines, experiments, or the expectation to produce novel results. This relentless pressure can lead to chronic stress and burnout.
The lack of work–life balance is often pronounced, especially for those juggling family responsibilities. A study in the UK identified that having live-in children during one’s PhD significantly increased the risk of developing depression (Aristeidou and Aristidou, 2023). Financial insecurity often compounds the stress – stipends or scholarships are typically limited, and worries about funding (especially if a project extension is needed) weigh heavily. Indeed, inadequate funding support emerged as one of the factors most strongly linked to depression among PhD students during the pandemic (Aristeidou and Aristidou, 2023). This striking finding (Aristeidou and Aristidou, 2023) underscores the tight interconnection between material support and mental health.
Another key factor is uncertainty about future career prospects. Unlike undergraduate or vocational pathways, a PhD does not guarantee a stable job at the end. Competition for academic positions is fierce, and job openings are scarce. As a result, students often feel profound anxiety about their post-PhD future. In the Belgian study, perceptions of limited career opportunities outside academia correlated with a higher risk of mental health problems (Levecque et al., 2017). The doctoral experience can also be inherently isolating. PhD research is usually an individual endeavour, and students may spend long periods working alone on niche topics. International students or those who relocate for graduate school might be far from their support networks. Social isolation and loneliness are common complaints, which in turn can worsen anxiety and depression.
The supervisory relationship plays a pivotal role as well. A supportive, empowering PhD supervisor can buffer stress, but unfortunately not all students receive effective mentorship. Poor or unsupportive supervision can seriously erode a student’s confidence and mental wellbeing. For example, overly critical feedback, neglect, or even abusive behaviour by an advisor can damage a student’s morale. Conversely, positive leadership and a collaborative lab culture are linked to better student mental health (Levecque et al., 2017). When conflicts or miscommunications with supervisors arise, students often feel trapped due to the power imbalance. This can engender feelings of helplessness and heightened stress. In severe cases, a toxic advising environment may push students to consider quitting their programme.
Impostor syndrome and self-doubt further exacerbate mental health strain in doctoral study. Impostor syndrome is widespread among PhD students. This term refers to a persistent feeling of being inadequate or a “fraud” despite evident accomplishments (Clance and Imes, 1978). One survey found that over half of PhD students believed they suffered from impostor feelings (Van de Velde et al., 2019). Students often worry that they are not smart enough or that their success is just a fluke. They may live in constant fear of being “exposed” as impostors. This mindset fuels anxiety, perfectionism and relentless self-criticism. It can also discourage students from seeking help or sharing doubts, since they assume everyone else is coping better. Impostor feelings tend to thrive in high-achieving environments and are both a cause and consequence of poor mental wellbeing. They often go hand in hand with the competitive culture in academia, where comparing oneself unfavourably to peers becomes easy.
Compounding these pressures is the fact that many doctoral students hesitate to seek help for mental health issues. Stigma around mental illness can also dissuade students from seeking help. A prevailing academic culture of toughness – the notion that “you must suffer for your PhD” – further discourages many from reaching out. Instead, some may internalise their struggles as personal failure. This reluctance to seek support means problems often escalate before they are addressed. In sum, a combination of heavy workload, poor work–life balance, financial and career uncertainties, social isolation, difficult advisor relations and self-doubt creates a perfect storm that threatens PhD students’ mental health. It is telling that longitudinal research found mental health tends to deteriorate after students enter PhD programmes (Keloharju et al., 2024), indicating that the doctoral training environment itself contributes significantly to these issues.
Consequences for individuals and academia
The impact of these mental health challenges is profound at the personal level. Suffering from depression, anxiety or chronic stress undermines a student’s quality of life and ability to work effectively. Many doctoral students report declines in motivation, creativity and concentration when their mental health falters. This can lead to a vicious cycle of reduced productivity and heightened self-blame.
Sometimes the distress becomes untenable and a student decides to leave their programme. Doctoral attrition rates have long been high. Roughly 35% to 50% of PhD students do not complete their degree (Young et al., 2019), and mental health difficulties are a major contributing factor in these dropouts (Stubb et al., 2012; Van de Velde et al., 2019). When a talented student exits academia due to unmanageable stress or depression, it represents a personal loss and a loss of potential scholarship to society.
Even for those who finish their PhDs, unaddressed mental health issues can cast a long shadow that can leave them questioning if taking a PhD was really worth it. Graduates who experienced burnout or trauma during their doctorate may be less inclined to continue in academic careers, depriving academia of promising researchers. There are also immediate impacts on research progress – experiments can be delayed or abandoned when a student is unwell, and lab teams are disrupted when members struggle or drop out. Beyond individual programs, there is a growing recognition that the wellbeing of trainees is an integral component of a healthy research ecosystem. If a significant proportion of early-career researchers are suffering, the culture of academia as a whole is in need of repair.
Supporting PhD students’ mental health
Addressing this complex problem requires action at multiple levels – from students themselves and supervisors up to universities and funding bodies. On the individual level, building resilience and healthy coping strategies can make a tangible difference. Research suggests that doctoral students who employ active coping techniques – for instance, seeking social support, problem-solving and positive reframing – report lower levels of depression (Aristeidou and Aristidou, 2023). Students who reach out for help, talk to peers or mentors about their challenges, and attempt to tackle problems directly tend to fare better than those who cope through denial or self-blame.
Universities can encourage such positive behaviours by destigmatising mental health care and providing resources. For example, some universities now offer resilience training workshops to help doctoral researchers manage stress and setbacks (Aristidou, 2024). Peer support groups specifically for PhD students have also been established in certain institutions to break isolation and allow students to share experiences in a safe environment (Aristeidou and Aristidou, 2023).
The role of supervisors and mentors in supporting mental wellbeing is crucial. Faculty advisors need to be aware of the mental health risks in doctoral education and foster an environment where students feel valued rather than constantly judged. Regular check-ins, constructive feedback and reasonable expectations around work hours can all help. Training programs for supervisors on effective mentorship and mental health awareness are worth considering. In many cases, simple empathy and open communication from an advisor can buffer a student against serious distress. Conversely, departments must hold accountable those supervisors whose behaviour crosses into bullying or negligence, as these can be catastrophic for a student’s morale.
At the institutional level, universities and funding agencies must take proactive steps to improve the conditions of PhD training. Ensuring adequate financial support is one obvious priority – raising stipend levels to reduce financial strain, and providing contingency funding or deadline extensions for students who encounter difficulties can relieve significant pressure. It was striking, for instance, that a lack of funding was strongly linked to depression among students (Aristeidou and Aristidou, 2023). Universities should also invest in accessible mental health services tailored to graduate students. Having counsellors or therapists who understand the PhD experience can encourage more students to seek help early. In addition, institutions might implement policies to promote work–life balance: for instance, discouraging a culture of overwork, mandating vacation time, or facilitating flexible schedules for those with families.
Another area of action is career development support. To alleviate the intense anxiety about the future, universities can provide robust career counselling and expose PhD candidates to diverse career paths beyond academia. Knowing that there are fulfilling options outside the tenure track can reduce the existential dread that many final-year students feel. Professional development seminars, networking opportunities and mentorship from industry or non-academic professionals are practical measures to broaden students’ horizons and sense of security.
Finally, the academic community as a whole must continue to challenge the stigma around mental health and change the narrative that suffering is just “part of the PhD”. There are signs of progress: discussions about mental health in academia are becoming more common, and initiatives to normalise self-care and seeking help are growing. National bodies and scholarly societies have also begun highlighting graduate mental health as a priority issue (Forrester, 2021). By treating the wellbeing of doctoral researchers as a collective responsibility – rather than the sole burden of individual students – academia can start to shift its culture. The aim should be to cultivate an environment where excellence and wellness coexist, and where needing help is not seen as a weakness.
Conclusion
Pursuing a PhD will always be challenging, but it should not come at the cost of one’s mental health. The evidence is clear that far too many PhD students are suffering in silence. Tackling this problem is not simple, yet it is imperative for the future of research and for the lives of those who carry it out. Universities must recognise that supporting mental health is integral to academic success, and implement structural changes accordingly. A multipronged approach is needed – from better financial support to mentorship training to readily available counselling.
At the same time, students and supervisors can both take steps to foster a more compassionate and balanced PhD experience. Ultimately, valuing the person behind the thesis is crucial – a healthier PhD population will lead to more sustainable, creative and impactful research. By acknowledging and addressing these hidden struggles, the academic community can ensure that the pursuit of knowledge does not come at an untenable human cost.
References
- Aristeidou, M. and Aristidou, A. (2023). Research disruption during PhD studies and its impact on mental health: Implications for research and university policy. PLOS ONE, 18(10), e0291555.
- Aristidou, A. (2024). PhD students’ mental health is poor and the pandemic made it worse. The Conversation, 9 January.
- Clance, P. R. and Imes, S. A. (1978). The impostor phenomenon in high achieving women: dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.
- Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., and Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282–284.
- Forrester, N. (2021). Mental health of graduate students sorely overlooked. Nature, 595(7865), 135–137.
- Hazell, C. M. (2022). ‘You have to suffer for your PhD’: poor mental health among doctoral researchers. Phys.org News, 14 January.
- Keloharju, M., Knüpfer, S., Müller, D., and Tåg, J. (2024). Reassessing the mental health crisis among PhD students. VoxEU, 12 October.
- Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., and Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868–879.
- Stubb, J., Pyhältö, K., and Lonka, K. (2012). The experienced meaning of working with a PhD thesis. Studies in Continuing Education, 34(1), 19–36.
- Van de Velde, J., Levecque, K., Mortier, A., and De Beuckelaer, A. (2019). Why PhD students in Flanders consider quitting their PhD. ECOOM Brief, 20, 1–5.
- Young, S. N., VanWye, W. R., Schafer, M. A., Robertson, T. A., and Poore, A. V. (2019). Factors affecting PhD student success. International Journal of Exercise Science, 12(1), 34–45.