By Francesco Tamagnini and Cristiana Bercea, University of Reading, UK; Twitter: @f_tamagnini
Last summer, the open access publisher Frontiers conducted an international survey to investigate the effects of the Covid-19 pandemic on scientists (1). Their findings point to concerns about future grants. The funding problems, combined with disruptions in the laboratories caused by lockdowns, are worrying particularly for early career researchers. This is not news to anyone: lack of career certainty is a long-standing source of pressure for scientists at all career stages.
The survey also found that most of the interviewed scientists have had to change the way they work. This especially affected senior scientists who have had to alter their teaching methods and other responsibilities overnight, leading to overwhelming workloads. The problem of unreasonable workloads is also nothing new in academic science.
This shows us that 2020 has simply exacerbated existing issues that lead to the well-documented mental health epidemic in academia (see for example (2) and (3)).
Many academic researchers are pressured to be in the lab for long hours (meaning over 40 hours/week). This is on top of time spent on developing soft skills and networking, despite the fact that universities invest a lot of money into providing such development opportunities
Between long hours, unclear expectations from line managers and universities, frequent deadlines, and job uncertainty, it is unsurprising that many academics experience mental health issues such as depression and anxiety. For some people, this is a completely new experience, and we often feel lost.
If we struggle, we are often told that is just life and “it’s supposed to be hard”. Many academics will say that they also went through hardship and they turned out alright (did they?). This is your rite of passage and how you become a scientist, they say.
On top of all of this, this year we are faced with delayed progress that puts even more pressure on many researchers, significant changes in the way teaching is carried out, increased loneliness and isolation due to lockdowns, and for many, uncertainties around their career progression and finances.
It’s crucial to learn about and teach the distinction between being stressed or tired because of a period of heavy workload and suffering from poor health. Undergoing prolonged periods of stress can have catastrophic effects on the human body and lead to long-lasting disorders, which will in turn affect both our well-being and quality of our work.
As physiologists, we study the human body. While mental challenges are faced by academics across all fields, we should better understand the role of cortisol, serotonin and dopamine in human physiology, behavior and pathology. These are words and concepts we use every day and that should empower us to discuss them. Especially as physiologists, we are responsible for understanding that research shows how overworking is counterproductive.
It is a so far undisputed fact that prolonged, chronic stress leads to: lowered productivity; impaired memory; poor performance; increased level of apathy and disinterest; decreased creativity; and lowered cognitive abilities. In addition to hampering the health and personal life of scientists, the structure and work culture in academia may lead to a sizeable waste of time and money, coming from taxpayers, charities and private companies.
The problem of mental health in academia has deep roots and ramifications in macroeconomic and policy-making factors and there is no simple solution to it. What can we do about it as individuals, beyond coping?
Just discussing it more is an important step, and arguably the hardest one. As in physics, a stationary object always poses a stronger resistance to a force than an object already in motion.
A clear sign that those who work in academic science think this issue is relevant, is the number of attendees at The Physiological Society’s workshop we spoke at in December and the questions we have received from the attendants. These questions focused on how to change the academic culture, how to balance workload and mental health, where to get advice, and how to advise others.
During the Covid-19 pandemic, it appears more apparent than ever that mental health of academic researchers is not just a medical issue, but also an economic and political problem, which requires academics, policymakers and funding bodies working together to ensure academia can become a healthier and more productive environment.
In fact, the pursuit for truth and the betterment of society are arguably the ultimate goals of the human journey. Academia represents one of the most, or possibly the most important outposts of humanity in this voyage, its foreguard.
As fake facts and conspiracy theories become a driving force for major political and economic changes across the world, we need to rely, now more than ever, on academia as a stronghold against prejudice and ignorance, which can otherwise lead to tyrannical power.
To preserve a free, rational and fair society, we need to ensure our scientists and researchers can work in an environment that is safe and provides the adequate support for them to face and solve, to the best of their abilities, the problems they are funded to work on.
Please note that all views expressed on The Physiological Society’s blog reflect those of the author(s) and not of The Society.
References
- Rijs C, Fenter F. The academic response to COVID-19. Front Public Health [Internet]. 2020 [cited 2021 Jan 8];8. Available from: https://www.frontiersin.org/articles/10.3389/fpubh.2020.621563/full
- Vanderford NL et al. Mental health in academia An invisible crisis. Physiology News [Internet]. Available from: https://doi.org/10.36866/pn.115.32
- Evans TM et al. Evidence for a mental health crisis in graduate education. Nature Biotechnology. 2018 Mar;36(3):282–4. https://www.nature.com/articles/nbt.4089