By Lilian H. Hill
Doctoral education is a rigorous process that demands sustained intellectual engagement, independence, and resilience over a period of several years. While academic ability is a prerequisite, evidence increasingly demonstrates that self-care practices are critical to persistence, productivity, and well-being during this journey.
Common Mistakes
Because of the multiple demands of doctoral study, students tend to neglect their health, try to do everything themselves, procrastinate, and many experience financial stresses:
· Neglecting Health. Doctoral education demands extended focus, long working hours, and persistence over multiple years. Many students underestimate the degree to which their physical well-being directly impacts academic performance. Poor sleep habits, inadequate nutrition, and lack of physical activity reduce concentration, impair memory consolidation, and heighten susceptibility to stress-related illnesses (Myers et al., 2012). Although caffeine and stimulants may provide short-term energy, they disrupt sleep cycles and contribute to fatigue over time. Without attention to health, doctoral students risk burnout, which can compromise their ability to complete the degree.
· Trying to Do Everything Alone. Doctoral programs often emphasize independent scholarship, which may foster a belief that asking for help signals weakness. However, successful students recognize the importance of social and academic support systems. Collegial relationships with advisors, peer networks, and academic communities offer feedback, encouragement, and accountability (Jairam & Kahl, 2012). Isolation, by contrast, increases vulnerability to imposter syndrome and mental health struggles. Building collaborative networks not only enhances research quality but also sustains motivation during inevitable setbacks.
· Procrastination and Poor Time Management. Long-term research projects, such as dissertations, require sustained effort across months or years. Students who postpone work until deadlines approach often experience intense stress and negative effects on mental health while producing poor products (Van Eerde, 2003). Procrastination also erodes confidence, as unfinished tasks accumulate and appear overwhelming. Developing project management skills—such as breaking large goals into manageable milestones, using calendars or task-tracking tools, and scheduling accountability meetings—helps maintain steady progress and reduces pressure.
· Financial Strain. Doctoral study frequently coincides with financial constraints, as stipends or part-time employment rarely cover full living expenses. Financial stress has been linked to increased anxiety, decreased concentration, and higher attrition rates among doctoral students (Levecque et al., 2017). Careful financial planning, awareness of hidden costs (e.g., conference travel, software, textbooks), and proactive pursuit of fellowships or assistantships are critical to sustaining academic momentum. Financial stress should not be overlooked, as it is a silent but powerful factor that shapes doctoral persistence.
Self-Care for Doctoral Students
Doctoral training is intellectually demanding and emotionally taxing. Practicing intentional self-care sustains both productivity and personal well-being (Stubb et al., 2011). Self-care encompasses strategies that foster balance, resilience, and a sustainable relationship with academic work.
Self-care is essential for doctoral success because it supports mental and physical health, sustainable work habits, and resilience. Doctoral students face high levels of stress, anxiety, and depression compared with the general population, making intentional self-care critical to preventing burnout and promoting persistence (Levecque et al., 2017; Sverdlik et al., 2018).
Physical well-being is also closely linked to cognitive performance. Healthy habits improve concentration, memory consolidation, and overall productivity, while neglecting health increases fatigue and susceptibility to illness, which can disrupt research progress (Peluso & Guerra de Andrade, 2011).
Self-care fosters sustainable work habits by helping students manage long-term, complex projects with high uncertainty and frequent revisions. Setting boundaries, preserving leisure time, and practicing mindfulness sustain motivation, prevent overwork, and maintain the quality of scholarship (Sverdlik et al., 2018).
Finally, self-care supports identity and resilience. Engaging in activities outside of academia helps students maintain life satisfaction, reduces over-identification with academic performance, and promotes recovery from setbacks such as manuscript rejections or critical feedback (Stubb et al., 2011).
Strategies for Self-Care
· Cultivate a strong support system. Staying connected with friends, family, and academic peers helps counteract isolation and provides perspective (Jairam & Kahl, 2012).
· Prioritize physical health. Regular exercise, nutritious meals, adequate sleep, and time outdoors enhance energy and mental clarity (Peluso et al., 2011).
· Set boundaries with technology. Limiting social media and news consumption reduces distraction and harmful comparison, while making room for deep work and recovery.
· Practice mindfulness and reflection. Techniques such as meditation, breathing exercises, or gratitude journaling support emotional regulation and focus (Sverdlik et al., 2018).
· Preserve meaningful hobbies. Even limited time spent on enjoyable activities provides renewal and supports creativity in research.
· Seek help when needed. Using counseling services, wellness programs, or advisor support before reaching a crisis point promotes persistence in the program (Myers et al., 2012).
· Create a non-negotiable self-care plan. Examples include committing to sleep hygiene, writing daily reflections, or engaging in weekly physical activity. Flexibility and self-compassion ensure that self-care is sustainable over time.
In summary, self-care is not peripheral to doctoral success but foundational. It ensures mental and physical stability, sustains intellectual productivity, and supports resilience in the face of academic challenges. As the literature affirms, cultivating deliberate self-care practices significantly increases the likelihood of timely degree completion and overall well-being during the doctoral journey.
References
Jairam, D., & Kahl, D. H. (2012). Navigating the doctoral experience: The role of social support in successful degree completion. International Journal of Doctoral Studies, 7(1), 311–329. https://doi.org/10.28945/1700
Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868–879. https://doi.org/10.1016/j.respol.2017.02.008
Myers, S. B., Sweeney, A. C., Popick, V., Wesley, K., Bordfeld, A., & Fingerhut, R. (2012). Self-care practices and perceived stress levels among psychology graduate students. Training and Education in Professional Psychology, 6(1), 55–66. https://doi.org/10.1037/a0026534
Peluso, M. A. M., & Guerra de Andrade, L. H. S. (2011). Physical activity and mental health: The association between exercise and mood. Clinics, 60(1), 61–70. https://doi.org/10.1590/S1807-59322005000100012
Stubb, J., Pyhältö, K., & Lonka, K. (2011). Balancing between inspiration and exhaustion: PhD students’ experienced socio-psychological well-being. Studies in Continuing Education, 33(1), 33–50. https://doi.org/10.1080/0158037X.2010.515572
Sverdlik, A., Hall, N. C., McAlpine, L., & Hubbard, K. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361–388. https://doi.org/10.28945/4113
Van Eerde, W. (2003). Procrastination at work and time management training. The Journal of Psychology, 137(5), 421–434. https://doi.org/10.1080/00223980309600625
