Recognise the human side of doctoral study

When we think of PhDs, we often think of intellectual challenges: complex theories, demanding research questions and endless drafts of chapters. But for many doctoral students, the most difficult moments are not academic. They are emotional, relational and deeply personal.

I completed my PhD in 2023, with almost half of it taking place during the Covid-19 pandemic. Like many PhD students at the time, I faced isolation, self-doubt and uncertainty about the future. Research that once felt exciting sometimes felt overwhelming. Progress slowed, motivation fluctuated, and the path ahead seemed less clear.

What helped me navigate those moments was not just academic guidance, but also the everyday actions of my supervisors. Looking back, I realise that it was often the smallest gestures that had the biggest impact.

Find out how your students are

It is not always obvious when doctoral students are struggling. A student might delay sending a draft, have trouble articulating their ideas during supervision meetings or appear hesitant about the next stage of their research. From the outside, this may look like a lack of progress or motivation. But beneath the surface, the challenges can be much more complex.

Many doctoral students experience impostor syndrome, questioning whether they truly belong in academia. Others feel overwhelmed by the scale of the research task or uncertain about their future career prospects. During the pandemic, these feelings were intensified by isolation and the absence of informal academic communities.

In such moments, students rarely need more pressure. They need guidance that acknowledges both the intellectual and emotional dimensions of research. I was fortunate to have had two supervisors who began meetings with a practice that made a significant difference. Before discussing drafts, deadlines or theoretical frameworks, they would first ask about my well-being. Simple questions about how I was doing, beyond the research itself, created space for honest conversations. It made me feel seen and showed me that my progress as a doctoral student was measured not only by the chapters I wrote but also by how I was navigating the journey. That small act of care helped me regain perspective and approach the research with renewed clarity.

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Consider starting your supervision meetings by asking: “How are you doing with the research? And how are you doing more generally?”

At first glance, this might seem like a small gesture. But for me, conversations that began this way revealed that the difficulty I was facing had little to do with the research itself. It might have been exhaustion, uncertainty or simply the emotional weight of working alone for long periods.

When supervisors acknowledge these realities, students are more likely to speak openly about their challenges. That openness can transform supervision meetings from performance updates into spaces for problem-solving and support.

Normalise rejection and uncertainty

Another powerful moment came when one of my supervisors shared their experiences of academic rejection. As doctoral students, we often imagine that successful academics have navigated their careers smoothly. Hearing about rejected manuscripts, difficult peer reviews and abandoned research ideas was unexpectedly reassuring. I started seeing failure as a normal part of scholarly work. For doctoral students encountering their first major academic setbacks, this honesty is invaluable; it helps build resilience and persistence.

Break tasks down into manageable steps

Doctoral research can often feel overwhelming. Writing a chapter, refining a conceptual framework or analysing months of data can seem like impossible tasks. During those moments, what helped most was how my supervisors guided me to focus on smaller, achievable steps.

Instead of framing progress as a “completed chapter”, they would suggest focusing on one section, clarifying a specific argument or revising a few pages at a time. Breaking large challenges into manageable steps made the work feel less intimidating and allowed me to make steady progress.

Alongside this, the small gestures of encouragement mattered just as much. A short message acknowledging improvement or feedback that recognised what was working well before pointing out what needed revision helped rebuild confidence during difficult writing phases.

Over time, those small milestones and affirmations created momentum. They reinforced the idea that even when the journey felt uncertain, the work was still moving forward.

Such actions may appear minor, but they can shape how doctoral students perceive themselves as scholars.

Looking back, the advice my supervisors offered about theory, methodology and writing was undoubtedly important. But what stayed with me most was their recognition of the human side of doctoral study.

Good doctoral student support begins with listening carefully, normalising uncertainty and helping students break down large tasks into small steps. Those small acts of support can make all the difference.

Bhawana Shrestha is a research fellow at the Learning Institute for Future Excellence in the Academy of Future Education, Xi’an Jiaotong-Liverpool University, China.

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