Among graduate students, however, the prevalence could be even higher. 

Based on this context and the amount of work involved in a research project, academic institutions need to be attentive to the psychological well-being of their professors and researchers. Heavy workloads and excessive pressure often lead to burnout. 

In an interview with Science Arena, Kozasa noted that burnout is included in the International Classification of Diseases as a factor that influences mental health.

She therefore advises that institutions at least establish partnerships with psychology programs within their universities. 

“There are also places that offer therapy services at accessible prices,” she points out. 

Such options should be offered to support students, since many struggle to find an effective referral system.

Watch the full interview with Elisa Kozasa on Science Arena:

Choosing an advisor

When selecting advisors, many institutions focus solely on technical competence. However, Kozasa emphasizes the importance of analyzing their emotional skills in order to prevent the emergence of a hostile and uncomfortable environment. 

“Oftentimes, students arrive excited to pursue a master’s or a PhD. Then, suddenly, they become disillusioned, depressed, anxious, and they give up or even experience suicidal thoughts,” she says.

Support centers

Another way institutions can support students’ mental health is by creating research support centers with teams that assist with research management and bureaucratic matters. The aim of this approach is to alleviate mental overload.

“If it is not possible to have a full team, it is helpful to at least have administrative staff trained to assist researchers,” Kozasa explains. 

She adds that this kind of support helps students deal with challenges they face during their project, such as applying for funding. 

“And a PhD alone is not enough to secure a research position—a postdoctoral fellowship or two will likely be needed.”

With this understanding, prospective students can more accurately assess the program and whether it fits into their routine, helping to prevent overload and, consequently, burnout. 

Psychological safety and achievable goals are crucial to productivity, Kozasa says. For more discussion about mental health in graduate studies, read the full interview in this Science Arena article.

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A strong student–advisor relationship gives students a clearer sense of whether a research project is right for them. This connection is essential for preventing the emergence of mental health problems such as anxiety and depression, particularly given the extent to which these conditions have increased since the COVID-19 pandemic.

In an interview with Science Arena, neuroscientist Elisa Harumi Kozasa, a researcher at Einstein Hospital Israelita, spoke about how important it is for advisors to assess a prospective student’s circumstances before agreeing to guide them.

She also highlighted the need for advisors to explain the research topic to students in depth, to give them a better understanding of the required tasks and project objective.

Watch the full interview with Elisa Kozasa on Science Arena:

Student-advisor dialogue

Kozasa stresses that establishing a dialogue is not always an easy task. However, she adds: “When you succeed, it can be of great benefit to your mental health.” 

An honest and respectful line of communication between a student and their advisor is therefore indispensable, allowing the student to express what is working for them and what is not. 

Within this dialogue, students can ask for additional time to better work on their project, especially when they feel stuck. 

The neuroscientist also emphasizes that academic institutions should choose advisors based not only on their technical expertise but also on their emotional skills, to maintain a pleasant environment. 

Clear objectives from the start

When committing to a research project, students should have a clear understanding of the objectives and whether they can manage every stage. According to Kozasa, this conscious commitment must be made at the outset of the project to prevent issues with deadlines and workloads.

“I try to ensure that students begin and go through the selection process only after we have conducted at least some equipment testing,” she says. This approach gives students a better understanding of whether they will be able to succeed in the program.

“There are research projects where you really need to be full-time—when working in a laboratory or doing cell cultures, for example—and you need to be there every day to monitor what is happening without knowing exactly when the study will end,” Kozasa explains.

Another recommendation is that students enter a program only after their project has been approved by the institution’s Research Ethics Committee. 

This would ensure students start their work with funding already secured.

For more discussion about mental health in graduate studies, read the full interview in this Science Arena article.

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The best ways to ensure strong mental health during a master’s degree or PhD include good sleep, regular breaks, realistic goals, and physical exercise. 

In an interview with Science Arena, neuroscientist Elisa Harumi Kozasa, a researcher at Einstein Hospital Israelita, shared some key tips for navigating the journey of a research project with more peace of mind.

1. Prioritize sleep

A good night’s sleep is crucial to the body’s proper functioning. Setting a good sleep schedule is therefore one of the first steps in protecting the mind from mental health disorders. One way to do this more effectively is by creating a so-called “reverse schedule,” in which a person starts planning their day from bedtime and works backward. 

According to Kozasa, this approach helps structure daily activities in a way that ensures sleep time is preserved.

2. Respect break times

Caught up in the rush of everyday life, many academics forget to take regular breaks. Periods of rest and relaxation are essential, even for enhanced productivity. 

Kozasa explains that she usually sets aside about one hour for lunch and light-hearted conversations with colleagues. 

“If I can end a meeting one hour earlier than scheduled, I do so in order to give myself 15 or 10 minutes to go to the restroom, drink some water, take a breath, or rest my eyes by looking into the distance,” says the neuroscientist.

Watch the full interview with Elisa Kozasa on Science Arena:

3. Achievable goals

When planning the day’s research activities, it is important to go beyond a simple to-do list. Students need to set goals that they can actually achieve. 

If a person does not recognize that some tasks cannot be accomplished that day, the unfinished work can stay with them overnight, when they should be resting. 

When students set achievable goals, they arrive at the end of the day feeling relieved that they were able to complete their tasks.

4. Physical activity 

During an academic project, many students experience a “block” that prevents them from carrying out their research. This can also result from excessive pressure. In such cases, the best approach is to learn how to relax the body and mind through physical activity.

“There is a feedback mechanism from the body to the brain. When your brain senses that your body is more relaxed, it recognizes that the mind can also relax,” explains Kozasa. 

For more discussion about mental health in graduate studies, read the full interview in this Science Arena article.

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Many of the habits commonly adopted by students to tackle stress, such as drinking excessive amounts of coffee, do not help the body function effectively, ultimately exacerbating the problem.

Lack of purpose

Every academic has a unique profile and their own routine. Many have children and other jobs to supplement their income. In an interview with Science Arena, neuroscientist Elisa Harumi Kozasa, a researcher at Einstein Hospital Israelita, highlighted the importance of identifying research projects best suited to the life of an early-career researcher.

In addition to considering this before making a decision, it is essential to have a clear understanding of what the project entails. Without this sense of direction, graduate students may not see the purpose of their work and may even stop enjoying it.

To avoid this, Kozasa emphasizes the need for students to assess the demands of a project. “There are research projects where you really need to be full-time—when working in a laboratory or doing cell cultures, for example—and you need to be there every day to monitor what is happening without knowing exactly when the study will end,” she explains.

Advisors also play a key role in helping students establish their academic objectives. The neuroscientist adds that advisors need to understand a potential student’s circumstances before accepting them and should explain the research topic in more depth. 

Watch the full interview with Elisa Kozasa on Science Arena:

The consequences of a hostile environment

According to Kozasa, the choice of an advisor should be based on more than just technical skills. She believes that to avoid creating a hostile environment, institutions should also take emotional skills into account.

“Often, students arrive excited to pursue a master’s or PhD. Then, suddenly, they become disillusioned, depressed, anxious, and they give up or even experience suicidal thoughts,” she says.

To make things worse, faced with the demands of their research, many students become isolated from their social circles. 

And they can feel even more isolated if the academic environment is competitive or unfriendly. 

Such isolation is harmful to an individual’s mental health, and social contact is essential for seeking support. 

Kozasa explains that relationships are among the strongest protective factors for the mental health of young researchers.

Even those who are more introverted benefit from having two or three trusted people with whom they can share their struggles. 

Watch out for bad habits

Those facing a stressful routine, tight deadlines, and high demands often turn to coffee or energy drinks. 

According to Kozasa, excessive consumption of these drinks suggests that the person is already tired or overworked. “The solution is to rest,” she emphasizes. 

Another healthy habit that helps relax the body and mind is physical activity. “There is a feedback mechanism from the body to the brain. When your brain senses that your body is more relaxed, it recognizes that the mind can also relax,” adds the neuroscientist. 

Exercise is helpful, even when a student is feeling overwhelmed by the demands placed on them. For more discussion about mental health in graduate studies, read the full interview in this Science Arena article.

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Many master’s and PhD students face a range of pressures that can heighten stress, from strict deadlines and productivity expectations to concerns about funding. 

In an interview with Science Arena, neuroscientist Elisa Harume Kozasa, a researcher at Einstein Hospital Israelita, pointed out that the prevalence of mental illness among students appears to be higher than in the general population.

The mental health of academics is also frequently affected by feelings of isolation due to a strong focus on their professional development, often at the expense of time spent with family and friends. 

In addition to the impact on social relationships, Kozasa noted that there is often a competitive atmosphere in academic settings.

Stress levels can be managed by adopting certain habits to improve well-being and stimulate productivity, such as prioritizing social interaction and time management.

Lack of time management structure

Kozasa explains that many academic environments do not have a good structure for time management. Many deadline problems arise from a lack of organization in the early stages of a research project, when the student’s individual profile and capacity for commitment need to be taken into account. 

“In our graduate program [at Einstein], students only join the project after its approval by the Research Ethics Committee. That saves a lot of time from the start,” says the neuroscientist. 

“There are projects where you really need to be full-time. When working in a laboratory or doing cell cultures, for example, you need to be there every day to monitor what is happening without knowing exactly when the study will end.”

Funding uncertainty

Uncertainty surrounding funding is another factor that can generate anxiety and affect research progress. Once a student has begun a graduate program, the longer it takes for their project to pass committee review or secure funding, the tighter the deadlines will become. 

To mitigate this situation, Kozasa emphasizes the importance of establishing clear objectives when first embarking on a research program.

The importance of socializing

Isolation within academia can pose risks to mental health. Social interaction is therefore one of the best protective measures for psychological well-being.

“It is important to have at least two or three people you trust and can talk to about your struggles,” she adds. 

For the full discussion about mental health in graduate studies, read the full interview in this Science Arena article.

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Dialogue and trust, anchored in well-defined goals, are essential to a smooth supervision process, allowing the two parties to face challenges collaboratively.

It is thus essential that supervisors and supervisees establish a good working relationship from the outset. An environment of mutual respect tends to increase student well-being, reducing dropout rates and improving research quality.

Conflict and poorly managed relationships often demotivate supervised students, which can impact deadlines and even results.

Creating healthy bonds based on open communication and shared objectives is one of the best ways to help students become good researchers capable of producing socially important knowledge.

Below are some best practices for supervisors seeking to cultivate a positive and productive relationship with their supervisees.

1. Set clear expectations: It is essential to define objectives, deadlines, and responsibilities from the outset—it helps the supervisor and the supervisee to align expectations and avoid misunderstandings.

This includes understanding the student’s research goals, helping them formulate good questions, identifying gaps in existing knowledge, organizing the study around these questions, setting submission deadlines for each stage of the work, and planning research progression in weekly meetings.

2. Constant monitoring: Holding regular meetings allows supervisors to monitor their students’ progress, keeping them engaged and motivated, as well as giving them a safe space to talk about their achievements and challenges.

3. Flexibility: Although the mentoring process requires a structured approach, flexibility is fundamental. Unexpected obstacles may arise and many students are still developing their skills as researchers. Adjusting deadlines and goals according to their needs makes the process more welcoming and helps prevent overload.

4. Offer constructive feedback: Giving specific and balanced feedback on a student’s progress encourages their academic and personal development. Try to provide constructive and applicable guidance, highlighting their strengths and suggesting where they can improve.

Break feedback down into short, focused comments that address specific parts of the student’s project. This makes feedback easier to digest and ensures supervisees do not feel overwhelmed.

5. Encourage independence: It is important for supervisors to find a balance between offering guidance and fostering independence in their students. Encouraging them to make their own decisions and to develop intellectual autonomy is essential to their training as researchers. Allow them to make some choices on their own, offering support when necessary.

6. Demonstrate empathy and emotional support: Recognizing the challenges faced by students and supporting them can help improve their well-being and motivation.

7. Promote professional development: Supervisors should encourage networking opportunities, participation in conferences, and other activities that broaden the career prospects of their supervisees.

This relationship can be developed through quick meetings via zoom or email, or face-to-face during office hours.

When students feel supported, motivated, and challenged to think critically and independently, the research process is more efficient and results tend to reflect greater depth, originality, and impact.

Find out more:

– An article published in the American Journal of Human Biology in 2021 provides tips on how to successfully navigate the journey between supervisors and supervisees.

– An article published in the journal Frontiers in Psychology in 2024 examines how different types of mentoring influence the quality of the relationship between supervisors and supervisees.

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