In June 2024, the American Academy of Religion’s Graduate Student Committee conducted a survey of student members to collect information about their experiences and struggles. The results, presented in a webinAAR on July 31, highlight significant concerns about the current state of graduate education. This open letter series is an extension of that presentation and aims to share the survey data with faculty members and administrators, offer insights into the challenges faced by graduate students, and provide practical steps for offering support. Graduate students are both the labor of our present and the future of our field – faculty must take the time to understand their struggles and support them in the ways they ask. This series, and the conversations we hope it starts, is an attempt to open a dialogue about how faculty can and should play a crucial role in the success of graduate students and to bring awareness to the unique challenges faced by so many current graduate students.
“We suffer more than they will ever really know because it’s not safe for that to be known.”
Graduate students today face an immense burden of responsibilities, far beyond what is often visible to faculty. While pursuing their degrees, many are also working additional jobs, caring for family members, and dealing with the personal and political stresses of the world. As one student shared:
I wish faculty knew how tired their students are. Outside of the university, students are navigating a difficult world – politically, socially, and economically. The future of our field depends on our student’s ability to be adaptable in this fast-paced economy. We cannot rely on discourse that privileges the study of religion over practical concerns for our students. They need income. They need healthcare. I am sure many professors do have this in mind – but with that needs to come an environment where our students are connected with empathetically and practically.
Graduate students are not just academics; they are also workers, caregivers, partners, and activists, all while striving to meet the rigorous demands of their studies. The pressure to excel academically, compounded by financial stress and personal responsibilities, creates a pressure cooker situation. Another student shared:
“We are expected to perform at high levels academically, but it’s impossible to do so when you’re constantly worried about how you’re going to pay your rent or manage your childcare.”
This disconnect between academic demands and the realities of students’ lives highlights a critical issue: a lack of institutional support and understanding. Graduate students often find themselves navigating a complex web of responsibilities that extend far beyond their studies, yet the rigid structures of academia frequently fail to accommodate these realities. Many students feel compelled to keep their struggles hidden, fearing that revealing their challenges could lead to judgment or even academic penalties. As one student poignantly expressed, “We suffer more than they will ever really know because it’s not safe for that to be known.”
This sense of having to conceal personal difficulties reflects a broader problem where academic institutions prioritize performance over well-being. The rigid expectations, inflexible deadlines, and often unforgiving academic culture can create an environment where students feel there is no room for error—no space to be anything less than perfect. One student articulated this sentiment clearly, saying, “There is no room for error, no room to be human.” This statement highlights the unrealistic and sometimes dehumanizing standards that graduate students are held to, where the pressures to perform overshadow the recognition of their complex, multifaceted lives. This is not to say that students should not be expected to produce work or meet academic benchmarks or make progress through the program. On the contrary, the sentiments expressed in the survey reveal that faculty recognizing and accommodating the multifaceted lives and consequent struggles of graduate student life would create a sense of psychological safety and lead to higher quality work with lower levels of stress.
By acknowledging the diverse roles and responsibilities that students manage, faculty can foster a more supportive and empathetic academic environment. This might involve offering more flexibility in deadlines, recognizing the importance of personal responsibilities, and making accommodations when needed. As one student suggested, “A little empathy and understanding could go a long way in reducing the stress we feel.”
The message from graduate students is clear: they need understanding, flexibility, and support from their faculty to thrive. Addressing these needs is not merely about easing academic pressures but about ensuring students’ overall survival and success. By fostering a culture of empathy and adaptability, faculty can make a significant difference in the lives of their students.
Faculty members can play a pivotal role in alleviating the burdens faced by graduate students by adopting a few key strategies:
- Offering flexibility in deadlines and allowing for alternative timelines can provide much-needed relief for students managing significant external responsibilities
- Acknowledging and openly discussing the struggles that students face, particularly in balancing their academic work with personal and financial pressures, as well as engaging in conversations about work-life balance and being considerate of the various pressures students experience can foster a more supportive environment
- Encouraging self-care and emphasizing the importance of mental health can help students prioritize their well-being.
By implementing these approaches, faculty can create a more empathetic and adaptable academic culture, helping students achieve their full potential both academically and personally.
Resources for Faculty
Jessica M. Vélez. “Grad School Doesn’t Stop for a Crisis.” Inside Higher Education. April 28, 2025.
Martinez, Edna, Chinasa Ordu, Matthew R. Della Sala, and Adam McFarlane. “Striving to Obtain a School-Work-Life Balance: The Full-Time Doctoral Student.” International Journal of Doctoral Studies 8 (2013): 039–059. https://doi.org/10.28945/1765.
Nicklin, J.M., Meachon, E.J. & McNall, L.A. “Balancing Work, School, and Personal Life among Graduate Students: a Positive Psychology Approach.” Applied Research Quality Life 14, 1265–1286 (2019). https://doi.org/10.1007/s11482-018-9650-z
Isreal, Ashley L., Tracy D. Butler, and Rebecca A. Garcia. “An exploratory qualitative study of work-life balance experiences of mothers in doctoral programs.” Journal of Student Affairs 27 (2017): 51-62.
Nguyen, D.J., & Yao, C.W. (Eds.). (2022). A Handbook for Supporting Today’s Graduate Students (1st ed.). Routledge. https://doi.org/10.4324/9781003442837
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