New research reveals what underlies the mental health crisis among science graduate students and calls for action to address key stressors

Tempe, AZ, Nov. 12, 2024 – A comprehensive study from Arizona State University's Research for Inclusive STEM Education (RISE) Center highlights significant mental health challenges affecting graduate science students. Conducted by lead researcher Katelyn Cooper and team, this research identifies specific factors within research and teaching responsibilities that contribute to the high rates of anxiety and depression among graduate students. These findings underscore a pressing need for targeted support and intervention strategies in higher education institutions.

Surveying 2,161 Master’s and PhD students with depression and/or anxiety from 142 U.S. institutions, the study reveals that research responsibilities have a considerably greater negative impact on mental health than teaching duties. Common stressors in research, such as harsh criticism, unattainable expectations and academic failures are shown to exacerbate symptoms of anxiety and depression. The mental health impact is especially pronounced for women and financially unstable students, who are more likely to report severe repercussions from these stressors. Severe anxiety and depression not only diminish motivation and productivity but also increase the likelihood of students contemplating program withdrawal. Importantly, data show that graduate students with high levels of anxiety are nearly three times more likely to consider leaving their programs than those with mild anxiety, while students experiencing severe depression are five times more likely to consider withdrawal compared to those with milder symptoms.

This study also highlighted positive aspects of research and teaching, such as receiving emotional support from mentors, that bolster grad student mental health. Based on these data, the RISE Center recommends specific interventions to mitigate the mental health crisis among graduate science students. These include enhanced teacher training, which is currently sparse in many programs, and peer mentorship opportunities that could offer both academic and social support.

This study is the first to outline how the dual pressures of research and teaching contribute to the mental health crisis among science graduate students, offering an evidence-based roadmap for institutions to build more supportive and inclusive academic environments. The RISE Center calls on academic leaders and policymakers to draw on these findings to promote mental well-being and support retention among graduate students in STEM fields.

Access the Full Study
The study is available through ASU's RISE Center and Nature Biotechnology with additional data and analysis accessible on GitHub, inviting further exploration and transparency for interested stakeholders.

Contact Information
Supplementary Information is available for this paper. Correspondence and requests for materials should be addressed to Katelyn Cooper at katelyn.cooper@asu.edu. Reprints and permissions information is available at www.nature.com/reprints.

About the Research for Inclusive STEM Education Center
Arizona State University's Research for Inclusive STEM Education Center is dedicated to advancing inclusion and mental health within STEM fields. The center’s initiatives focus on fostering diversity, mental health support, and resilience to prepare and support the next generation of scientific leaders.