3rd International Conference on the Mental Health & Wellbeing of Postgraduate Researchers

Conference
Mental health & wellbeing

Date(s): 03 — 04 Nov 2022
Location: Jurys Inn Waterfront Hotel, Brighton
Price: £395

Join us in person, in Brighton, for this major international conference on supprting the mental health & wellbeing of postgraduate researchers. The conference will feature the latest developments in research and also focus on effective practices from colleagues around the world.

Conference Themes

Promoting positive mental health
Supervisory relationships and mental health
Wellbeing and equity, diversity & inclusion
Staff wellbeing
Case studies of practice/interventions
Research cultures and community building

Keynote Presenters & Panellists

Professor Jason Arday
Professor of Sociology of Education | University of Glasgow
- Thu 3 Nov, 10.00
- When the Levee Breaks: The Impact of Racism on Mental Health in Higher Education
Jason Arday is Professor of Sociology of Education at the University of Glasgow, School of Education, College of Social Sciences. Previously, Professor Arday was Associate Professor in Sociology at Durham University in the Department of Sociology and the Deputy Executive Dean for People and Culture in the Faculty of Social Science and Health. He is a Visiting Professor at The Ohio State University in the Office of Diversity and Inclusion and an Honorary Professor at Durham University in the Department of Sociology. Jason holds other Visiting Professorships at Coventry University, London Metropolitan University and Nelson Mandela University. He is a Trustee of the Runnymede Trust, the UK’s leading Race Equality Thinktank and the British Sociological Association (BSA). Jason sits on the Centre for Labour and Social Studies (CLASS) National Advisory Panel and the NHS Race and Health Observatory Academic Reference Group. Jason is a Fellow of the Royal Society of Arts (RSA).
Yvonne Canham-Spence
PhD Researcher | University of Brighton
- Thu 3 Nov, 12.10
- Keynote Panel Discussion: The Experiences of Postgraduate Researchers
Yvonne is in the third year of a AHRC Techne research studentship, exploring notions of Caribbean diasporic identity articulation, joy making and memory through storytelling and poetry of the lived experiences of people in relation to the Santiago de Cuba carnival in Eastern Cuba.

Yvonne is also interested in the mental health and well being of doctoral researchers, particularly racially minoritised researchers and is facilitator of the Researchers of Colour forum for Brunel and Westminster universities. She mentors undergraduate students at Brighton University and has worked as a volunteer bereavement helpline support worker with Cruse Bereavement Care.
Laura Chapman
PhD Researcher | University of Sussex
- Thu 3 Nov, 12.10
- Keynote Panel Discussion: The Experiences of Postgraduate Researchers
Laura is in the final year of her PhD in Psychology at the University of Sussex. Her research explores potential environmental mechanisms of the intergenerational transmission of eating disorders, and is focused upon the needs of parents with eating disorders and their children. In addition to her research into eating disorders, Laura has also contributed to projects investigating parental anxiety, youth depression treatment, and student mental health. Before embarking on her PhD, she worked as a Researcher Development Officer and was a member of the Understanding the Mental Health of Doctoral Researchers (U‑DOC) project team at the University of Sussex.
Julius Strack
PhD Researcher | Hamburg Research Academy & Member of the Doctoral Council | Hamburg Research Academy
- Thu 3 Nov, 12.10
- Keynote Panel Discussion: The Experiences of Postgraduate Researchers
Julius is a forensic anthropology PhD researcher at Hamburg University. He is studying age related changes of the face as well as post mortem changes to improve the identification of unknown individuals. He is also part of the doctoral council at the Hamburg Research Academy, supporting and representing PhD researchers in Hamburg, Germany. As part of the Doctoral Council he is interested in ways to support PGRs with mental health issues and improve the general mental health of all postgrads.
Dr Clio Berry
Senior Lecturer in Healthcare Evaluation and Improvement | Brighton & Sussex Medical School
- Fri 4 Nov, 09.15
- Whence do doctoral researcher mental health problems come, and whither are we bound?
Clio Berry is a Senior Lecturer in Healthcare Evaluation and Improvement, in the Primary Care and Public Health department, at the Brighton and Sussex Medical School. Clio was previously a Research Fellow in Psychology at the University of Sussex and Sussex Partnership NHS Foundation Trust. Clio’s research encompasses quantitative, qualitative and mixed-methods approaches to exploring some of the big challenges in student and young mental health, including relationships between mental health problems, social lives and functioning; access to and engagement with evidence-based healthcare and psychosocial interventions for mental health and social problems; and how to best support young and vulnerable people to thrive. She is particularly interested in strengths and connection-based approaches to understanding mental health problems and supporting people who experience them. She is interested in (co)producing the best intervention and service models to integrate mental health care into the communities which young people and students inhabit. Clio has been awarded research funding from organisations including the Office for Students, the National Institute for Health Research, and the Wellcome Trust.
Dr Fryni Panayidou
Researcher Development Adviser for Postgraduate Research Students | Queen Mary, University of London
- Fri 4 Nov, 13.30
- Supervisors and PGR Mental Health: Practising Support Skills through Role-Play
Fryni has been leading on Postgraduate Researcher Development at Queen Mary University of London since 2017. She was heavily involved in Queen Mary’s Catalyst Fund project on supporting PGR mental health and wellbeing, funded by the Office for Students and Research England, and conducted the evaluation of the project.

Fryni’s work on PhD Support Groups, which she developed and co-facilitated with Ben Priest of Queen Mary’s Advice and Counselling Service, has been published in Studies in Graduate and Postdoctoral Education and presented at several conferences. Other Catalyst Fund initiatives she has led on and delivered include training for supervisors on supporting their PGRs’ mental health and wellbeing sessions tailored for PGRs in each year of study.

Fryni is particularly interested in identifying and implementing effective mental health and wellbeing initiatives that work on a practical level. She is a member of the Researcher Mental Health Observatory’s (ReMO) Working Group 3, which focuses on promoting such activities.

Before moving into Researcher Development, Fryni worked as an Educational Developer and held academic positions in Linguistics.
Benjamin Priest
Counsellor, Advice and Counselling Service | Queen Mary, University of London
- Fri 4 Nov, 13.30
- Supervisors and PGR Mental Health: Practising Support Skills through Role-Play
Ben Priest is a counsellor with an interest in group work. In his role as a counsellor at Queen Mary University of London, in collaboration with Dr Fryni Panayidou, he has worked as co-facilitator of a support group for PhD students for the last four years. This group has achieved excellent outcomes as published in Studies in Graduate and Postdoctoral Education and presented at several conferences. He has also worked with Dr Panayidou to deliver training for supervisors around supporting PGR wellbeing and mental health. In his previous career he devised and delivered interactive training in the public sector.

Conference Programme

Download as PDF

09:00

Registration with Tea & Coffee

Duration: 45 mins

09:45

Conference Welcome & Introduction

Duration: 15 mins

10:00

Keynote Presentation — When the Levee Breaks: The Impact of Racism on Mental Health in Higher Education

Prof Jason Aarday | University of Glasgow

Duration: 40 mins

Jason Arday is Professor of Sociology of Education at the University of Glasgow, School of Education, College of Social Sciences. Previously, Professor Arday was Associate Professor in Sociology at Durham University in the Department of Sociology and the Deputy Executive Dean for People and Culture in the Faculty of Social Science and Health. He is a Visiting Professor at The Ohio State University in the Office of Diversity and Inclusion and an Honorary Professor at Durham University in the Department of Sociology. Jason holds other Visiting Professorships at Coventry University, London Metropolitan University and Nelson Mandela University. He is a Trustee of the Runnymede Trust, the UK’s leading Race Equality Thinktank and the British Sociological Association (BSA). Jason sits on the Centre for Labour and Social Studies (CLASS) National Advisory Panel and the NHS Race and Health Observatory Academic Reference Group. Jason is a Fellow of the Royal Society of Arts (RSA).

10:40

Changeover

Duration: 5 mins

10:45

Option 1: Oral Presentation — Positive practices to promote mental wellbeing among PGRs during COVID-19: A Case Study

Dr Julianne Stack, Prof Michael Healy, Dr Rebecca Breen — Mary Immaculate College, Limerick

Primary theme: Case studies of practice/interventions
Secondary theme: Promoting positive mental health

Duration: 30 mins

As well as impeding academic progress, COVID-19-related isolation and anxiety presented extraordinary challenges to the mental health of postgraduate researchers (PGRs) of the Research & Graduate School (RGS) at Mary Immaculate College (MIC). Conscious of the potential for negative impacts on PGR wellbeing, the RGS committed itself to maintaining contact with PGRS during lockdown periods. To understand the nature and extent of COVID-19 impacts on PGRs, a survey was undertaken in March 2021. 199 PGRS were asked whether they believed COVID-19 had had a major impact, a minor impact or no adverse impact on their studies.

The results of the survey were that, of the 109 respondents, 70% reported some degree of adverse effect on their research from the COVID-19 pandemic, while 30% stated that there had been no adverse impact on their research. 32% of respondents stated that there had been a major adverse impact on their research.

They were also asked to supply a narrative on the difficulties experienced, if any. Covid-related challenges included, but were not limited to, increased caring responsibilities, demands of home working, limited access to archives and other resources, poor internet access, financial difficulties, and personal mental and/or physical health issues. Many students reported more than one adverse effect.

MIC responded to the needs and circumstances of PGRs on a case-by-case basis in order to assist them with progressing their studies to a successful conclusion. In addition, a “PGR COVID-19 No-Cost Extension of Registration” scheme was devised. PGRS were invited to self-declare the impacts to their studies due to COVID-19. Successful applicants (57) have been granted one additional year of registration beyond normal duration of studies without incurring fees. This intervention has been positively received within the College community as a positive measure to promote mental health and wellbeing among PGRs impacted by COVID-19.

10:45

Option 2: Oral Presentation — Tracking Mental health, Well-being, Stress and Resilience in Post Graduate Research Students

Andrea Stein & Dr Rod Dubrow-Marshall — University of Salford

Primary theme: Promoting positive mental health
Secondary theme: Wellbeing and EDI

View presentation

Duration: 30 mins

Research on student mental health and allied demands for services has historically focussed on undergraduates with a relative dearth of research on postgraduate research (PGR) students (Vitae, 2018). The research reported here seeks to redress this imbalance and heeds the call of the Higher Education Academy’s (HEA) PGR Experience Survey (PRES) to investigate engagement and well-being amongst PGR students, alongside indications that they experience higher stress levels than undergraduates and general populations (Advance HE, 2019; RAND, 2017). Factors predicting mental health issues for PGR students identified from recent research include isolation, gender, social support, supervisory relationship, and self-care (Hazell et al.,2020). Based on these precepts, this PhD research uses a longitudinal qualitative approach to investigate PGR student mental health and the factors involved including over time. PGRs have been tracked for 2‑years, via two separate sessions of lived experience interviews (using Interpretative Phenomenological Analysis) at the Universities of Salford and Manchester. All interviews have been completed at both universities. Preliminary analysis indicates both COVID and non-COVID themes. COVID themes of isolation, exacerbated PhD stress, loneliness, and despair from the first set of interviews (due to the lockdown), were juxtaposed to feelings of a return to improved mental well-being and happiness. Due to experiences of social connection and greater work life balance returning to ‘pre-COVID normality’. Other notable themes of the PhD journey such were imposter syndrome, roller-coaster PGR journey, feelings of not being a student or a fully-fledged member of staff, institutional cohort differences and the negative impacts of the PhD on mental health These themes will be presented to allow for greater understanding of PhD Health and ‘PhD ill-health’. To allow university lecturers and support staff to better establish the nature of PGR student mental health and the service needs of this unique population.

11:15

Refreshments

Duration: 20 mins

11:35

Option 1: Oral Presentation — Look After Your Mate — Changing the Conversation on Mental Health

Dr Lucy Leiper, Dr Rhiannon Thompson & Claire Ransley — University of Aberdeen

Primary theme: Supervisory relationships & mental health
Secondary theme: Case studies of practice/interventions

View presentation

Duration: 30 mins

The impact of undertaking a PhD on mental health is well documented and within the HEI sector we have made great strides to support PGRs. The biggest challenge that perpetuates is the sense that it is the student’s responsibility to notice and take action when mental health is challenging for them. Many PGRs are silently dealing with mental health challenges so it is important to create platforms for supportive, non-judgemental conversations within peer groups and supervisory teams.

Within the University of Aberdeen we are challenging the traditionally held views that PGRs should be responsible for sharing where there are issues and that supervisors are (solely) responsible for PGRs wellbeing. It is critical we broaden these conversations beyond individuals and equip our PGRs and supervisors with the tools and confidence to open conversations around mental health and signpost to support accordingly.

We have partnered with StudentMinds, the UK’s student mental health charity, to deliver the ‘Look After your Mate’ programme for PGRs and supervisors. Through a training programme specifically tailored to the PhD context, PGRs are equipped to become familiar with indicators of mental health difficulties amongst their peers and the potential actions to take, whilst protecting their own mental health.

Supervisors are often the key point of contact for students and can be the first person to recognise underlying mental health issues. However, too often supervisors find themselves alone in supporting students to the detriment of their own mental health. Our focus with the supervisor strand of this work is on signposting, communication and establishing boundaries within the supervisory relationship.

In this session we will provide an overview of the Look After Your Mate programme including practical experience of some tools involved and present case studies of the impact of the training from different perspectives including the development of communities of practice.

11:35

Option 2: Oral Presentation — How to be well with pens in hand: A collaborative project in understanding

Dr Chris Hughes & Laura Purdy — Edge Hill University

Irmantas Adomaitis, Julie Lingyi Chu, Agnė
Daučianskaitė, Marius Daugėla, Julija Grigėnaitė, Monika Kelpšienė, Jovita Matulaitienė, Irena
Raudienė, Monika Šimkutė — Vytautas Magnus
University

Primary theme: Promoting positive mental health
Secondary theme: Research Cultures and Community Building

View presentation

Duration: 30 mins

The skills of reading, writing and thinking, as means to understand academic concepts, are integral features of study. In terms of graduate education, and the development of academic identities. Seeing such skills as ‘deliberate’ and ‘purposeful’ features to be fostered is important. Sometimes, they are overlooked and instead, they are assumed to be the skills that a graduate ‘already has’. Similarly, simply assuming a graduate student is a confident academic is also a mistake that results in a failure to recognise the academic support that might be needed. Such support may come in the form of supervisory support, research communities or mental health provision, however low confidence could, we argue, be tackled via smarter study.

To that end, we suggest that a ‘healthy’ form of graduate education recognises what counts as higher level skills and considers the needs and wants of those being educated. To enable such a form of education, a partnership between Vytautas Magnus University and Edge Hill University was developed. During this time, a collaborative research project using ‘smartnotes’, created by Niklas Luhmann and explained by Sönke Ahrens (2017, 2022), was used to generate networks of ideas whilst thinking with pen in hand.

Our experience has shown the principles of the ‘smartnote’ technique and its regular use in study, can better enable graduate researchers to better understand difficult concepts and abstract ideas. Through the process of ordering ideas within such networks, new ideas are born, and negotiated in a safe environment. We found that the principles of the ‘smartnote’ technique encouraged us to ‘follow the most interesting path’ and to work effectively, individually and collectively, engaging across languages through logic and meaning. Thus, confidence is developed, academic identities were strengthened, and wellbeing was promoted.

12:05

Changeover

Duration: 5 mins

12:10

Keynote Panel Discussion — The Experiences of Postgraduate Researchers

Yvonne Canham-Spence | University of Brighton
Laura Chapman | University of Sussex
Julius Strack | Hamburg Research Academy

Duration: 40 mins

12:50

Lunch

Duration: 60 mins

13:50

Option 1: Workshop — Exploring the impact of Covid-19 on PGR wellbeing: How to support researchers in uncertain times?

Dr Rachel Handforth, Dr Janet Metcalfe & Emma Day — Vitae

Primary theme: Research Cultures and Community Building
Secondary theme: Wellbeing and EDI

* Please note that this workshop will continue until 14:55 *

View presentation

Duration: 60 mins

In this workshop, Vitae staff draw on UKRI-funded research which investigated how UK researchers (and their research) were affected by the Covid-19 pandemic, highlighting the implications of the pandemic for postgraduate researchers’ (PGRs) mental health and wellbeing. Alongside practical concerns about funding (see Munro and Heath, 2021), increased dislocation from academic communities during the pandemic in many cases exacerbated the isolation often experienced by PGRs, due to the lack of access to peers (Wang and DeLaquil, 2020).

Research indicates that PGRs struggled to meaningfully participate in their academic communities during this period, due to the cessation of campus-based activities and academic conferences, as well as difficulties in receiving feedback from supervisors because of the demands on academics at this time (see Jackman et al. 2021; Levine et al. 2021). Further, there is some evidence to suggest that disabled students, student parents, and part-time students have been particularly disadvantaged (Papageorgiou, Kendall, and Puerta, 2020), alongside concerns about PhD completions and the long-term impact of the pandemic on career progression opportunities, particularly for women (Bender et al., 2021).

The workshop will start by presenting findings which highlight PGRs’ perceptions of their wellbeing during the pandemic and their concerns about the future. It will also highlight how wider issues relating to the culture of research environments, such as experiences of bullying and harassment, affected PGRs’ mental health and wellbeing. Linking to wider work undertaken by the Vitae Mental Health and Wellbeing Working Group about supporting transitions to the post-Covid world, this workshop will seek participation from audience members to discuss what institutions, supervisors and support staff can do to address the longer-term impacts of the Covid-19 pandemic on PGRs. This workshop will be of value to those with responsibility for PGRs, research staff, supervisors and researcher developers.

13:50

Option 2a: Oral Presentation — Promoting positive mental health for postgraduate researchers: a feasibility study

Chloe Casey, Dr Steve Trenoweth, Dr Fiona Knight, Dr Julia Taylor — Bournemouth University

Primary theme: Promoting positive mental health
Secondary theme: Case studies of practice/interventions

View presentation

Duration: 30 mins

PGR mental health and wellbeing is a priority in the UK, with a rapid increase in research interest in recent years. Several small-scale interventions have been implemented in UK universities, but few have published their findings. There remains a need for tailored interventions to promote positive mental health in PGRs. This exploratory, three-phase, feasibility study was conducted at one university between 2018–2021. This mixed-methods research involved 14% of the university’s PGRs (N=85). It was a collaborative, iterative, and dynamic process, with student engagement throughout. In Phase 1, PGRs took part in an online survey (N= 54) and follow-up interviews (N=18) aiming to explore the factors that affect PGR mental health and wellbeing. The findings highlighted that the PGRs had significantly lower wellbeing and resilience in comparison to population averages, identifying 3 key themes underpinning this: Control, Balance, and Coping. Phase 2 aimed to coproduce interventions within focus groups (N=5). Three discrete 4–6‑week online pilot interventions were created: project management, mindfulness, and psychosocial mentoring. Phase 3 aimed to pilot and evaluate the interventions, 20 PGRs took part in these workshops. The effectiveness and feasibility of the interventions were evaluated via several outcome measures, including recruitment and response rates, attrition, and adherence. Reflexive thematic analysis was used to evaluate the feedback. PGRs reported an improved feeling of control over their work, increased mental health literacy, and enhanced social support. An overview of the three phases of the research will be shared. This will include they key findings discussion of the main challenges during the development of the novel interventions, such as recruitment and engagement. The findings of this study may inform future research and contribute to the development of larger-scale interventions. Embedding interventions that are aligned to PGRs’ needs will support mentally healthy and successful PGR communities.

14:20

Changeover

Duration: 5 mins

14:25

Option 2b: Oral Presentation — Doctoral Researchers’ Perceptions of Supervisory Relationships on their Mental Health & Well-being

Dr Paula Zwozdiak-Myers, Dr Gwen Ineson, Dr Tina Ramkalawan, Petra Buresova — Brunel University London

Primary theme: Supervisory relationships & mental health
Secondary theme: Wellbeing and EDI

View presentation

Duration: 30 mins

Brunel University London has more than 900 doctoral researchers (DRs) enrolled on a range of doctoral routes with very diverse demographic characteristics: nationality, cultural/religious affiliations, mode of study / funding, age, gender, caring responsibilities. We have introduced a range of initiatives for DRs focused on their mental health and well-being, including peer support via 20 trained Mental Health First Aiders (MHFAs), an online DR society of over 400 active members, monthly well-being walks, and regular meditation / sensory dome sessions.

A positive and supportive supervisory relationship is critical to the doctoral journey, and successful and healthy completion of the doctorate. At Brunel, supervisory teams typically comprise 3 members of staff – principle and second supervisor and a Researcher Development Advisor (RDA). The RDA signposts and supports personal and professional development needs and pastoral care.

In 2021, all DRs within our Department of Education (n=94) were surveyed about their experiences of supervision: 44 responded and 14 follow up interviews conducted. More than two-thirds (69%) encountered significant personal and/or familial health and wellbeing issues; 47% experienced isolation and feelings of loneliness and 46% considered withdrawing from or suspending their studies. However, when reflecting upon their supervisory teams, almost all found them to be approachable and available when needed and demonstrated empathy in relation to personal needs and circumstances.

In 2022, the survey was enhanced and circulated to all DRs across the university as part of a researcher-led project and additional interviews conducted. This presentation draws on aspects of both studies in exploring DR perceptions of supervision in relation to their own mental health and well-being. We will consider a range of factors that may contribute to any differential outcomes. Consideration will also be given to the value of parallel discussions with supervisors through a central interdisciplinary supervisors’ discussion group, co-convened by the authors.

14:55

Refreshments

Duration: 20 mins

15:15

Option 1: Workshop — A Strategic University Wide Approach to make Post Graduate Research Students Wellbeing a Priority

Prof Christine Le Maitre, Dr Elizabeth Scanlon,
Rebecca Oldfield, Anna Jarvis, Mansur Opakunle, Anita Chonzi, Caron Carter & Marjory Da Costa Abreu — Sheffield Hallam University

Primary theme: Promoting positive mental health
Secondary theme: Case studies of practice/interventions

* Please note that this workshop will continue until 16:20 *

View presentation

Duration: 60 mins

Mental health and wellbeing (MHW) of PGR students is a major issue, highlighted in recent years with the inclusion of wellbeing questions in the postgraduate research experience survey (PRES). This has enabled what had been known anecdotally within institutions (to those supporting PGR students), to be quantified providing the evidence base to lobby for improved systems to support PGR students. PRES 2019 showed only 60% of PGR students nationwide were satisfied with their wellbeing, coupled with an internal annual monitoring survey where almost half of students had experienced difficulties outside of their research team which impeded their progress, with mental health and wellbeing being named as the primary reason for many.

During 2019/20 we established the MHW group specifically for PGR students at SHU. Initial work focused on developing a strategic plan informed by survey data, PGR and staff focus groups. Encompassing areas of data; process and policy; staff and PGR student training and development; events including induction and out-duction and wellbeing support. Garnering support from across the university leadership teams, professional services, student support and student union, with approval gained both at research degree committee and university leadership, embedded into the institutional PGR annual planning. The MHW group has brought together stakeholders from across the university including PGR reps; students union; student wellbeing services; human resources; doctoral training; heads of research degrees for the four research institutes; professional service staff enabling a one voice strategy to be developed supporting PGR students.

Substantial financial support was secured to enable specialist sessions facilitated by external experts demonstrating to PGR student’s commitment to support their MHW. We have established a pilot peer mentoring scheme and our wellbeing service has developed PGR specific support sessions which has improved engagement with the service by PGR students. Establishing PGR MHW as a priority.

15:15

Option 2a: Oral Presentation — Cultivating organisational compassion in universities

Prof Fiona Denney, Haleh Hashemi Toroghi,
Dr Ace Simpson — Brunel University London

Primary theme: Supervisory relationships & mental health
Secondary theme: Staff wellbeing

View presentation

Duration: 30 mins

The mental health and wellbeing of postgraduate research students has received an increasing level of interest, particularly since the influential report of Metcalfe et al was published in 2018. This is set within broader concerns for student mental health in the higher education sector for some time, including at government level. The wider university context in which these problems are embedded has gone somewhat unacknowledged, however. In particular, that the wellness of students and staff is interconnected, and recent research has shown that the primary focus on students may be masking other problems that also need to be addressed as priorities.

This paper takes the approach that both staff and students need to engage in mutual co-creation of environments that contribute to both parties flourishing. More specifically, we argue that cultivating workplace compassion in higher education could be used to address many of the problems that are endemic. In this presentation we cover the following aspects:

• The wider context of UK higher education and the impact of the macro-environment on internal policies which cause unintended but avoidable stress

• The role that compassionate leadership can play in creating more positive working environments

• The implications of a compassionate approach for the PGR student – supervisor relationship

In line with organisational literature we define compassion crucially as consisting of actions and therefore being more than just empathy. In particular, we consider that compassion is crucial in making difficult decisions and does not entail avoidance of painful issues, such as when a student is making insufficient academic progress or a staff member is under-performing. Despite challenging macro-environmental pressures, we suggest that compassion can play a key role in re-establishing academic communities, including that of the PGR student-supervisor relationship. In this presentation, we refer to established research on compassion in organisations and link this with recommendations for policy and practice in the higher education and PGR context.

Please note that this paper is a joint presentation between a doctoral student and her supervisory team.

15:45

Changeover

Duration: 5 mins

15:50

Option 2b: Oral Presentation — PGR identity, power and supervision: impacts on mental health and wellbeing

Amy Zile, Dr Bryony Porter, Prof Kenda Crozier, Prof Kristy Sanderson — University of East Anglia

Primary theme: Supervisory relationships & mental health
Secondary theme: Promoting positive mental health

Duration: 30 mins

Background: The supervisory relationship is a crucial factor for PhD student progression and success, noted as a factor affecting both supervisor and candidate mental health (Mackie & Bates, 2019; Berry, Niven & Hazell, 2021). Supervisors have varying levels of training on supporting their candidates, with some supervisors welcoming more institutionally sponsored training and support on pastoral and/or mental health and wellbeing (UKCGE, 2021).

Aims: This qualitative study explores PGR perspectives on mental health, seeking support and supervisory relationships.

Method: Semi-structured interviews were conducted with 20 PGRs from across the UK between March and April 2022. PGRs were asked to share their experience of supervision, impacts of supervision on their mental health, and experiences of discussing mental health with their supervisor(s).

Results: Experiences of supervision were varied, and PGRs were unsure how much (if any) training supervisors received on supporting their mental health. Several PGRs felt supervision experiences had negatively impacted on their wellbeing, reporting stigma and discriminatory practices. Identified themes included: processes and provisions, environment, the emotional impact of doing a PhD, and supervisor power, knowledge and priorities, with the supervisory relationship being a key influence on mental health. Supervisors often upheld perceptions of PhD life and research culture as being isolating, with negative impacts on wellbeing to be expected, and set expectations of overworking, anxiety and stress.

Conclusions and practice implications: Alongside acknowledgement of training (or lack of) that supervisors may have, PGRs felt the power that supervisors have, and how they use it, has substantial ramifications on their mental health. PGRs felt supervision was less likely to have negative effects on their mental health if supervisors used their power to advocate, share experiences and recognise candidates’ identity as a PGR, with mental health being negatively impacted by non-acknowledgement of mental health, PGR identity, struggles and discriminatory practices.