Enhancing the mental wellbeing of PhD students

Abstract

Background: The poor mental wellbeing of PhD students is documented worldwide, affecting both progress and completion. However, there are gaps in understanding relating to contributory factors and effectively addressing poor mental wellbeing among PhD students. Additionally, further insights are required regarding any differences between UK and non-UK PhD domiciled students (hereafter UK and non-UK PhD students) concerning their mental wellbeing.

Aims/purpose: Through the lens of a British institution, Coventry University (CU), this study explored PhD students’ perceptions, expectations and experiences relating to supporting and enhancing their mental wellbeing. Further, it examined whether there were any differences between UK and non-UK PhD students concerning their mental wellbeing.

Methodology: Adopting the philosophical orientation of Dewey’s pragmatism, grounded in the process of inquiry, this study explored PhD students’ mental wellbeing within the context of the PhD journey. Eighty-two PhD students completed an online survey, developed and administered as part of the research, and 16 PhD students participated in a semi-structured interview.

Findings: The results demonstrate that enhancing mental wellbeing is rooted within the specifics of the respective PhD model and calls for appropriate alignment with students’ diverse needs. Further, the findings indicate that both UK and non-UK PhD students are equally vulnerable, despite the tendency for international students to be particularly considered at risk due to the unique challenges they experience studying abroad. Therefore, the findings emphasise the importance of tailoring support to the diverse needs of PhD students as a whole.

Contribution: The research findings offer practical implications for both CU and the higher education (HE) sector through recommending enhancing mental wellbeing among PhD students as follows: (1) Rethinking the pedagogy of a PhD; (2) Reframing mental wellbeing within a healthy research environment; and (3) Remodelling institutional support structures and practices. The findings suggest that mental wellbeing concerns among PhD students are likely to persist or further deteriorate without addressing fundamental changes to the PhD model, including support structures and the wider research environment. As a result, standalone mental wellbeing initiatives may not have a sustainable impact on PhD students’ mental wellbeing.

Date of Award	Mar 2024
Original language	English
Awarding Institution	Coventry University
Supervisor	Julia Carroll (Supervisor), Tracey Rehling (Supervisor) & Alun DeWinter (Supervisor)