As an international PhD student and now an early-career researcher in education in the UK, I have experienced a range of emotional states that can be compared to a rollercoaster ride. For instance, I have been working with experienced research groups and engaging in interdisciplinary discussions. I have also been building my confidence and learning to manage my time effectively to meet deadlines and prevent burnout. These experiences have enhanced my professional growth and motivated me to participate actively in diverse research projects.

Academia can be both joyful and uncertain for doctoral students and early-career researchers. While academic freedom and personal fulfilment are among the positive aspects, factors like isolation, lack of support, perfectionism and poor communication with supervisors can negatively impact mental health (Thorley, 2017; Evans et al., 2018). To stay motivated, it is important to enjoy research, pursue new goals and focus on positive factors such as quality supervision, career mentoring, collaboration, networking and a supportive research environment (Scaffidi & Berman, 2011).

‘Reflecting on my experience as an early career researcher in the UK, I have come to realise that achieving a balance between focusing on outputs and personal wellbeing, building a strong professional network and accessing the necessary resources, activities and support has been crucial to developing a thriving career in academia.’

Reflecting on my experience as an early career researcher in the UK, I have come to realise that achieving a balance between focusing on outputs and personal wellbeing, building a strong professional network and accessing the necessary resources, activities and support has been crucial to developing a thriving career in academia. While it is important to remember that what works for one person might not work for someone else, these suggestions might be helpful to other early career researchers.

• Managing yourself and enhancing opportunities. During your doctorate, you will have a chance to learn a lot about yourself and develop coping mechanisms to deal with challenges. However, as an early career researcher, it is essential to keep yourself motivated by focusing on what drives you and prioritising opportunities to work with research teams. This can be crucial for learning from experienced members and developing strategies to help you make informed career decisions.
• Being conscious about your work. As an early-career researcher, it is essential to be realistic and level-headed. However, if you feel that you are not making enough progress, do not panic. The UK universities offer various resources to help, such as ‘Thrive and Survive your PhD’ at the University of York or ‘PGR Policy and Support’ at the University of Glasgow. Remember, you are not alone while researching. As soon as you notice that you might be struggling, contact team members before it becomes a significant issue.
• Keeping calm and carrying on. During your academic journey in the UK, you will experience days to celebrate events and make new friends at conferences. You will also have days when you face challenges and learn from them. Fortunately, universities in the UK have colleges and groups that offer support and assistance in networking with colleagues and creating new social and professional connections. This can be especially helpful when presenting posters, submitting papers or writing reports related to research projects.

Being an early career researcher in education over the last few years has been challenging yet rewarding. My colleagues have been a great source of learning. They have shared their experience, such as staying open to feedback while staying true to their internal voice throughout their own research, which has helped them develop their research skills and experience further.

Furthermore, discussing and being involved in activities could help you develop strategies for dealing with the pressures of your work while away from your family and friends. Developing a new network while you are overseas could really help you to feel connected, which is key for your wellbeing.

While certain challenges may exist, including misconceptions and cultural barriers, the passion for research can be a powerful catalyst for growth and learning, opening up new and exciting opportunities within academia. At a workshop at the University of York, a postgrad advised: ‘Your PhD is a three- to four-year project. Be patient with yourself and prioritise your mental health…’ (University of York, n.d.).

Remember that you are responsible for your research. While it can be an emotional rollercoaster with many ups and downs, it can also be enjoyable and fulfilling. With the right mindset, you can thrive.

References

Thorley, C. (2017). Not by degrees: Improving student mental health in the UK’s universities. Institute for Public Policy Research. https://www.ippr.org/articles/not-by-degrees

Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282–284. https://doi.org/ 10.1038/nbt.4089

Scaffidi, A., & Berman, J. (2011). A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment. Higher Education, 62, 685–698. https://doi.org/10.1007/s10734-011-9407-1

University of York (n.d.). Finding your ‘work groove’. https://www.york.ac.uk/research/graduate-school/support/thrive-survive-phd/finding-work-groove/