Mental Health & Wellbeing of PG Students: Supervision

Professor Martin — who, along with Dr Nicola Palmer, is Co-Chair of the Research Supervisors’ Network — opened the session by introducing three guest speakers. He then handed over to Petra Buresova (Doctoral Researcher, Brunel University London) who began by presenting her talk: ​“Rethinking Supervision: Challenging Assumptions About the ​‘Typical’ Doctoral Researcher”. 

Petra described a survey that she and colleagues at Brunel University London had conducted in 2022 and 2023 about the experiences of doctoral candidates at the university. 202 responses were collated from two surveys and afterwards, selected participants took part in semi-structured interviews. Overall, the picture was positive, she said, and the interviews allowed them to go deeper into the wellbeing of researchers, exploring not just their academic journeys but their personal journeys as well. 

She spoke of the complexity of the PhD cohort (at Brunel their ages range from 21 to 70+ and 54% are from overseas) and then presented a case-study of an anonymous student with a disability. Having explored the process of doctoral research from their perspective, she summed up by saying that – while nobody expected supervisors to provide specialist medical care – an open style of communication was found to be highly beneficial. 

Next came a presentation from Ada Hui (UK Professional Lead for Research, Royal College of Nursing) who began by explaining something of her background as a registered mental health nurse and sociologist. Her presentation focussed on the supervisors’ role on supporting mental health and wellbeing, and was organised around three themes: 

• Role and identity.
• Researching sensitive topics.
• Isolation.

She began by talking about the pathways into research – how sometimes there is a mismatch between what she termed ​“unconscious and conscious competence”, for example when a highly skilled professional decides to become a student. She spoke about the need for supervisors to build a rapport with their students and for them to observe their learning style and play to their strengths. Positive role-modelling (for example, not sending emails outside office hours) is also important. She echoed Petra’s point about open conversation being crucial and suggested that supervisors might consider a place to hold meetings which doesn’t constrain the student from speaking honestly. She concluded that it was important that supervisors didn’t neglect their own mental health.

The final presentation came from Valerie Gladwell (Director of the Institute of Health & Wellbeing, University of Suffolk) and focussed on ​“Supporting Postgraduate Students in their Mental Health and Wellbeing”. Reflecting on her many years’ experience as a supervisor, Valerie began by looking at what students are worrying about (issues such as academic workload, mental health, financial pressures, imposter syndrome and isolation). She discussed some of the myths surrounding PhD study – that it’s an uphill struggle, that long hours are required and that you always need to be going forwards. 

She then turned to the role of the supervisor, emphasising that it was important not to become a ​“parent or guardian” to a doctoral student but to use the mechanisms of support within the university (while also checking whether ​“signposting is enough”). She ended with some tips, a sample of which are as follows:

• Create inclusive environments with diverse students: ensuring these are both physical and virtual.
• Peer networks: Facilitating community building among PG students to reduce isolation.
• Additional mentors for PhD students outside of their supervisory team/​department (including visiting professors).

To round the workshop off, Dr Palmer chaired a question-and-answer session which was held under the Chatham House Rule.