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Many also gave advice about how to manage one's mental health (46.6%) and about resources that could be accessed (50.6%). Nearly all supporters provided emotional support, but over half also suspected someone needed help, and proactively encouraged this person to open up.
#Odesi takes long time to open professional#
Despite the potential severity of these conditions and experiences, almost half of supporters had helped someone who, at least at some point in the relationship, was not receiving professional help. Supporters also believed they had helped individuals whose conditions were, as far as they knew, connected to traumatic events that had taken place in academic settings, such as bullying (20.9%), sexual assault or harassment (5.4%), and racism (7.7%). About two thirds felt that the individuals they helped were struggling with depression/low mood and anxiety, but some also reported supporting individuals who experience conditions associated with high-risk for harm, such as sleeping problems (29.5%), suicidal thoughts (16.1%), self-harm (6.5%), substance abuse (7.3%) and eating disorders (6.1%). The survey responses paint a picture of in-depth, long-term relationships that involve several types of support and address a range of mental health issues – at least as perceived by supporters. "This is the worst time of my academic career and of my life right now." Complex needs, complex support "I wake up every day feeling overwhelmed and I often have upsetting situations and almost no one to talk to about it," replied one early-career group leader. Our results also highlight that only a minority of supporters help early-career group leaders, despite this population also reporting being under considerable pressure ( Lashuel, 2020). As a postdoc (a long-term one), I am excluded from these types of information workshops because I am not a 'supervisor'." "I don't know if there are particular guidelines in place for assisting individuals who assist others with mental health problems. "I had no outside assistance," said one respondent. However, those with official leadership roles mostly provide help to PhD students and, to a lesser extent, to postdocs. Only a minority of group leaders provided support to another group leader, despite 47.4% of early-career group leaders, 37.8% of mid-career group leaders and 23.9% of late-career group leaders reporting they were themselves struggling with their mental health at the time of support.įailure to acknowledge that help is offered by many populations, including peers and non-academic staff, runs the risk of leaving a large proportion of these informal supporters without the backing they require. The majority of PhD students and a large proportion of postdocs support someone who is at the same career stage.
The experiences of supporters (left) at five career stages were considered: PhD students (green), postdocs (red), early-career group leaders (less than five year since independence purple), mid-career group leaders (between five and ten years since independence light blue) and late-career group leaders (more than ten years since independence dark blue). The career stage of the person they last supported (including individuals at other career stages grey) is reported on the right. As the COVID-19 pandemic unfolds and exacerbates the academic mental health crisis ( Chirikov et al., 2020), these discussions are urgently needed. While many of the pressures that supporters experience are deeply embedded in the way academia currently operates, a better understanding of what these individuals do and need may help to pave the way for change.
#Odesi takes long time to open code#
In this article, we share five main findings – as well as our dataset and code – for those who strive to improve mental health in academia to build upon. The results – relayed in detail in a report ( Loissel et al., 2020) – paint a complex picture of the needs and experiences of these ‘supporters’ (see appendix 1 for details of the dataset). The final dataset captures the voices of over 1,500 respondents in various academic roles. In response, eLife collaborated with scientists to release, in late 2019, a survey that examined the experiences of those who support researchers struggling with their mental health. Yet these relationships remain poorly understood, putting them at risk of being overlooked by institutions. As concerns about poor academic mental health grow ( Levecque et al., 2017 Morrish, 2019), it is also becoming clear that certain individuals in the community try to help those going through a difficult time ( Hughes et al., 2018 Technician Commitment et al., 2019).
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