Campaigns

There has been a significant rise in students presenting with stress, anxiety, and depression, exacerbated by the pandemic, geopolitical events, and cost-of-living increases. The complexity of these cases often exceeds the university’s capacity to provide support.

Current assessment methods and academic structures are major stressors for students. The report calls for a re-evaluation of these systems to reduce pressure while maintaining academic integrity.

Despite ongoing efforts to foster a sense of community, many students still seem to struggle with feelings of isolation and disconnection from the university. This issue appears to have been compounded by remote learning, financial pressures, and the Covid 19 pandemic. While community-building initiatives have been implemented, participation rates remain low, largely due to factors such as social anxiety, time constraints, and competing academic demands. To effectively address this, strategies need to focus on integrating community engagement into the academic experience and creating opportunities that are accessible and beneficial to students’ immediate needs.

Certain student cohorts, such as international students, postgraduate taught (PGT) students, and students with disabilities, face unique challenges that require tailored support. There is a need for targeted interventions to address their specific needs. That said, staff reported that all students are likely to encounter wellbeing issues at some point during their academic journey, and interventions that improve the universal student experience are to be welcomed.  

Staff supporting students report feeling more confident in their roles but face increased workload and risk burnout. The emotional toll of handling complex and difficult conversations, combined with insufficient support structures for staff wellbeing, underscores the importance of continued training, and the need for more robust mental health resources for staff.

The supervisory relationship is central to the PGR experience, yet mismatched expectations and communication styles can create challenges. Students are often hesitant to raise concerns, particularly across cultural boundaries, while supervisors report feeling underprepared for pastoral issues. Staff generally reported positive supervisory relationships overall, with only a small number of formal issues each year. Clearer contracts, refresher training, and peer support groups are helping to strengthen trust and improve communication.

Almost all schools reported that the standard three‑year timeframe for PGR study is rarely sufficient, with many students entering an unfunded fourth year to complete writing. Delays in ethical approval and data collection add further strain, while milestone assessments provide structure but can also heighten anxiety. Despite these pressures, overall completion rates remain strong, though writing‑up years continue to be a significant pressure point.

Financial pressures weigh heavily on PGR students, with many student relying on studentships or sponsorship. Those without funding often juggle part‑time work alongside research. International students funded by governments face repayment risks if they fail to complete, and funding gaps in the fourth/ writing-up year create a cycle of strain and delayed progress.

It was reported that many students, particularly those in STEM subjects, need more tailored, discipline‑specific training. Building confidence in managing supervisory relationships and normalising setbacks is seen as vital. Joint training for supervisors and students, alongside stronger onboarding and support for international students, would help ensure smoother transitions and more resilient progression.