officer blog


the lakeside view: PGR Blog

Part of the Courage Wellbeing Project about PGR life at UEA. 

Tue 13 Aug 2019

Welcome to the Courage Festival #couragefestival19

The Courage Festival is a one-day festival focusing on mental health and wellbeing of postgraduate researchers. This will be a day designed by PGRs, for PGRs and staff working with PGRs from UEA and across the country to participate, discuss and provide feedback on a series of activities designed by the Courage Project. The festival is also aimed at Giving Voice to PGRs and an opportunity to openly discuss your PGR journey. The ultimate outcome is a public statement addressing PGR mental health and wellbeing. 

In this blog, Maria and Bryony, who work on the Courage Project, share their thoughts about the upcoming festival.

Maria, PGR Placement, Strand H: Courage Festival Coordinator

Doing a PhD is a hard enough process in its own right, research is as demanding as is exciting. In the meantime, supervision happens, competition happens, financial obstacles happen, cultural shock happens, where to stop? Imagine, life also happens…

The Courage Project is here to offer help in a very specific way; create the circumstances to either relax and reboot your system before a burnout, or find a way to share your stress with others and lessen it, if not deal with it. Any problem becomes less of a problem with Courage.

A number of the outmost experienced members of the Courage Project team work together to support the PGR community, shape any advisory or guiding line according to PGR standards, and lay the foundation for a secure pathway towards postgraduate researchers’ mental health and wellbeing support. Join us on 11 September 2019 at UEA and explore what all the above is about during our Courage Festival!

The word festival brings to mind positive connotations, right? This is the idea, this is the aim, this is the goal of Courage Festival; to not only celebrate our PGR experiences, voice our stories, mingle with our peers throughout the country and fill each other’s shoes, but to also change the rhetoric about doctoral studies. It should NOT be a nightmare, it should NOT be a war, it should NOT be a pain, and it should NOT break you. It ought to be a dream coming true, it ought to be a long fight to win, it ought to be the gain, and at the end of the day, it ought to be you unbroken.


Bryony, PGR Mental Health Coordinator, Courage Project Lead, uea(su)

Although key to the aims of the project, what many people may not realise is that Courage is far more than a walk in the park or a trip to the allotment. It is also about using this time as a platform to have courageous conversations. It is a time to have your voices heard. Too often I work with PGRs who feel they have no power to speak out against the pressures and demands that are encroaching on their wellbeing, work-life balance and mental health. This is just the way it has always been, after all. This archaic way of thinking is unjustified will only continue to perpetuate the problems that were faced, are faced and will continue to be faced until the structure and systems adapt and change.

As part of my role and the role of my colleagues on the Courage project, including the 12 PGR placement holders working with us, we regularly work with PGRs who have experienced and are experiencing many challenges throughout their research (I doubt many PGRs go through their entire experience without this). One of the key outputs of Courage, although maybe understated and unrecognised, is that the project has provided an avenue for people to raise concerns in a safe, supported and non-judgmental environment. Through this, we have been able to support individual PGRs, provide advice, guidance and solutions.

Courage is about taking a small but vital step towards changing the academic and research culture around mental health and wellbeing. Many of you will become part of the next generation of academics, research group leaders, policy makers, managers, professors etc. and will be integral in the development of supportive working environments and research culture. What kind of research or work community do you wish to be part of in the next steps of your career?

I am delighted to be working with an incredible team of PGR leaders from across UEA, Norwich Bioscience Institutes and University of Suffolk in Courage and now on the development of the Courage Festival and I hope that you will join us in learning more about the Courage Project on this day and using this as an opportunity to have your voice heard.   

The Courage Festival is free to attend and includes refreshment breaks, lovely lunch, welcome and farewell drinks. For more details and for reservations, please sign up by 4th September by clicking here



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Tue 06 Aug 2019

Silence is Golden: Official Launch of UEA Silent Space

Many of us live hectic, noise-filled lives and rarely leave ourselves enough time to allow our brains to reflect and rest. It's in these reflective times that creative ideas and solutions to problems can bubble up to the surface. Spending time in a Silent Space is rather like being in the quiet carriage of a train but with the added benefit of a beautiful green setting and the sights and sounds of nature as gentle distraction. Spending time in nature is beneficial to our wellbeing and helps to increase our respect for the natural world.

Over a year ago I had my first phone call with Liz Ware, founder of the Silent Space project, to talk about the possibility of a space on a university campus being developed into a Silent Space.

Silent Space was an idea that Liz had for many years but it wasn’t until her mother was diagnosed with dementia that a change in Liz’s working pattern meant that she had time to pilot the idea. Liz’s mother was a keen gardener and even in the rapid decline that she experienced, Liz recalls how her mother remembered the project and stayed interested in its progress until the day she died. Silent Space became the focus of a friendship that developed between them after her mother has forgotten that Liz was her daughter.

In a rare moment of clarity, Liz’s mother came up with the strap line ‘Peaceful time in green places’ and she would be incredibly proud to see it appearing in gardens around the UK. Today, there are 40 parks and gardens around the UK involved with Silent Space.

When Liz and I first talked, I told Liz about the aims and motivations of the Courage Wellbeing project and we both agreed that the two projects were a natural fit and an idea was born. It was from this point that I met with the wonderful UEA Estates team, who were so enthusiastic about this idea, we walked and talked to Earlham Hall, to visit the area they thought would work for this space. It was perfect. A quiet corner of the University, naturally tranquil but in need of a little love.


In May this year, as part of the Courage Project work, a group of PhDiggers (allotment and gardening group for PGRs) worked with the UEA Estates team to clear, tidy and plant the space by Earlham Hall to create a place for calm in nature.

This Silent Space is the first one that has ever been created at a university and it is the first of its kind in East Anglia.

The space will be officially launched on August 14th 12-1pm at Earlham Hall and you are invited to come along to the opening. There will be refreshments, tea and cake, a chance to chat and a chance to enjoy the Silent Space. I hope that you'll be able to join us for this event. 

I would like to take a moment to thank each of our brilliant PhDiggers who came to work in the space in May, UEA Estates Team, Liz Ware and my colleagues in the Courage Project for supporting this project.

This blog is by Bryony Porter (PGR Mental Health Coordinator) and Liz Ware (Silent Space Founder). Contact 

You can find out more about how to get involved with future PhDiggers projects, including our allotments here. 

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Wed 17 Jul 2019

the sound of silence

…to quote the title of a very old Simon and Garfunkle song! You will understand why I have chosen the title to this blog as you read on.

I have been working on the resilience strand of the Courage Project and I would like to thank the 18 PGRs that have come forward to be interviewed from both the UEA and the University of Suffolk. We have discussed what it is like being a PGR, how the UEA/UoS as institutions can help stop their resilience being tested, and the various training and activities offered by the Courage Project. I will be writing my report shortly.

I have noticed that some of the blogs written for the Lakeside View recently have been written anonymously, and when conducting interviews participants often double-checked that they would not be able to be identified. It is clear that while PGRs want to share some of the distressing experiences they have had while researching, they are fearful that speaking out will have a negative effect on either their PhD or future job prospects should their identity become known. It is also clear that these experiences, in many cases, have had severe negative consequences for their mental well-being.

While this fear persists and PGRs are only willing to speak out when studies such as the Honesty Project (which took place in 2015) or the current Courage Project are being conducted, many researchers will be suffering in silence. What would make you less fearful of making your voice heard? For example, does there need to be some kind of written and signed undertaking that should a complaint be made the complainant will not be discriminated against? I would be interested to hear your thoughts and suggestions (see my contact details below). This is a problem that needs solving and I cannot claim to know the answer, but it would be good to have your ideas towards a possible solution.

As you will see from various newsletters, we are holding a Courage Festival on 11th September. I look forward to seeing many of you there and will be happy to discuss my research with you.

This article is written by Linda Horsnell, Part-Time PhD candidate (LDC), Associate Tutor and Courage Project Intern.

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Wed 10 Jul 2019

improving the PGR research culture at the UEA

James Craske is a final year doctoral candidate working across the Schools of Education and Politics. He also works as a Research Associate at the Centre for Competition Policy and started his placement with the Courage Project in May. This placement is about building a research community culture across SSF, though its design allows for students in other Schools and Faculties.

Over the summer months, I will be running a series of activities for postgraduate researchers as part of my Courage placement. The idea is to create collaborative and supportive sessions that contribute to developing the research culture across faculties, bringing together PhD students as they develop essential and necessary skills for an academic career such as publishing and teaching.

Traditionally, training and personal development are often discussed in terms of competition, “finding-the-edge”, catering to individual needs, and the importance of good strategy. The sessions in this programme will be guided by a different set of ethics, including honesty, the role that luck can play, contingency, group-focused, collaborative, and conducted with a flatter knowledge hierarchy (with PhDs and academics sharing their experiences).

Within the current training and supervision practice, students can take on these activities with often little/no support, which can lead to lack of motivation, uncertainty or a sense of isolation. In some cases, there is a tendency for students to navigate the publication process or teaching without a broader network or the support they need.

This programme is intended to provide some space and support for PGRs as they go about completing activities within their doctoral programme.  

The Programme and Why it Matters

The Courage Project can only do so much, of course. Whatever thinking is done about the subject of “research culture,” we shouldn’t lose sight of the more significant institutional issues: things like precarity and overwork. This will be effectively dealt with by more substantive collective action and thinking. There is a benefit, however, in having honest conversations, problematising conditions and building up support networks that can help to mobilise alternative ways of working and thinking about research culture.

It is vital to have dedicated conversations about how difficult the research journey can be and to have some insight into the unpredictable nature of activities such as publishing given the expectation that postgraduate researchers should be able to just “pick these things up”. Developing a good research culture means high quality and competitive training, but it also requires being open and honest about how these things work. Sometimes a good strategy can lead to a publication failure, for instance. When is the last time your supervisor told you they had a paper rejected, or told you about moments when teaching went wrong? As such, the pilot I am running will provide an insight into postgraduate researcher’s views, and contribute to an evidence base for developing better provision in the future.

The Programme

These activities will run deep into the summer months – this is partly down to the circumstances of my placement – but I hope to catch people whilst they are working on “other things” besides their thesis. It’s also a reminder that PhD students are often still about, even if they are not visible. Embedded into the programme of workshops for the publication development and reading group will be a voluntary focus group session, where postgraduate researchers can feed into the evidence-base of a final report about how their current experiences and future expectations about postgraduate research culture.

Publication Development

The publication development sessions will aim to provide two things: a view of the underbelly of publishing and set time devoted to writing. On the first, I will ask academics and PGRs who have already published to talk honestly about the process of things such as peer-reviewing, the difficulties of selecting journals, the length of the process, and pressures to publish. The second part is to provide the structured time that PGRs can use to write their articles (whatever stage they are at) in a collaborative environment over a few months.

Reading Group

A PGR reading group will look at some of the “common” elements that come with the territory of a thesis. There will be a series of short writing prompts about these topics from different disciplines, on the topic of “writing and the PhD” and another session considering “researcher identity and the role of the intellectual/researcher” in today’s world and institution. We will decide on a third session will after feedback during the first two sessions. A series of blog posts will be created for the Lakeside blog to let others know what we have been discussing.

Teaching and Associate Tutors

I will use my placement to contribute to current conversations that are taking place to improve the support and provision of associate tutors. I will do this by speaking to staff members who lead associate tutor work, contracts and provision in their Schools, in order to find where there is good practice that can be shared.

Secondly, if there is a demand, I will look to feed into any existing associate tutor network in order to improve the communication of ATs across several schools and faculties. This could involve facilitating monthly meet up for associate tutors, who rarely get to share experiences across schools or faculties. I am particularly interested in talking to associate tutors in the Social Science faculty because so far, we have had fewer conversations with this group.

Sign up!

I’m still working on some of the final details of this programme of activities, which will be rolled out from late July. If you are interested in taking part in any of these sessions or want to find out more, then please use this expression of interest form to be added to the mailing list:

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Wed 03 Jul 2019

learning to love hills: putting one foot in front of the other with the PGRunners

This week's blog post is a collaborative effort by three regular attendees of PGRunners - the Courage Project's running group for postgraduate researchers.

Zoe Jones (SSS/EDU)

PGRunners started running together on a chilly January morning, with a fresh sprinkling of snow on the ground of Earlham Park. I work in the Student Support Service and am also at the beginning of my Doctorate in Education. I’m a very enthusiastic runner too, so I was delighted to have the chance to lead a PGR running group for the Courage Project. It was a hardy group of nine runners who met that morning, although maybe the cold weather helped us to bond; not only did it provide a talking point, it also inspired us to keep moving in order to get warm! Our first session on the Couch to 5K plan required one minute of walking followed by a minute and a half of brisk walking, which we repeated eight times.

We followed through with our training plan and some of us ran the Colney Lane Parkrun at the beginning of April. This Parkrun is on campus and it’s such a lovely, friendly event. The course is all on trails with quite a big hill halfway through (which we try to remember to love, as running up it makes us stronger...).

Sometimes we really don’t feel like running (even me!) if we’re honest, but we’ve carried on since the Parkrun. Why do we do it? Well, we generally feel so much better for it; it’s great to be out and exploring our beautiful campus through the changing seasons and it gives us the chance to move our bodies before a day of being sedentary. We also get the chance to talk to other researchers: mostly we’re running at a pace where running and talking go alongside one another. Part of my role in Student Support is facilitating writers’ groups and retreats; it seems to me that the “power of the group” is as motivating in the running group as it is in those settings.

Anna-Grace Scullion (AMA)

As I’m in my third year, the past six months have been a particularly stressful period in my PhD studies, but the supportive, relaxed ethos of PGRunners has helped me through some very tough weeks. The PhD process can breed a tendency toward isolation and sedentariness, and at times of peak pressure I sometimes fall into a vicious cycle of feeling like I don’t have enough time to socialise or exercise, becoming even more stressed. PGRunners allows us to set aside time for both in a reassuringly structured, guilt-free way. The non-competitive, low-commitment focus makes the group feel quite collegial, and catching up with each other and encouraging each other with our work feels as important as the running; perhaps this is why, as research shows, group exercise is the most beneficial form of exercise for mental health. Making tangible progress in my running each week has given me a sense of satisfaction that is rare during the PhD, and the shared goal of the Parkrun provided a valuable non-academic achievement. The group has also built an hour of being outdoors into my week, whereas I rarely took advantage of the beautiful campus before. Overall I feel that the challenges of running have improved my mental capacity to deal with the demands of the PhD; Zoe’s mantra, “I love the hill, the hill makes me stronger” has great resonance.

Laurie Kerr (ENV)

At the risk of sounding corny, PGrunners has undoubtedly had a positive impact on my wellbeing. Doing a PhD can at times seem an all-encompassing pursuit, and it's easy for other things to fall by the wayside. PGrunners encourages taking time for yourself, but in a low-pressure way, and is something I believe I truly benefit from. Doing PGrunners is a great way to start the day, and I arrive in the office after feeling energised and yet calm.

Running is something that didn't come naturally to me, and I struggled through the first few weeks. But following the couch to 5k training plan meant it didn’t take long for me to see improvement, and that really helped my confidence. The friendly and supportive environment of PGrunners encourages everyone to find their own pace, and you never feel left behind or 'too slow'.

If someone told me 6 months ago that I would be at Parkrun most Saturday mornings I wouldn't have believed it for a second, but running has now become a part of my routine that I really value.

PGRunners meets most Wednesday mornings at the SportsPark @ 9am. Our summer sessions begin next week, on 10th July! If you’re interested in joining us, you can find out more about how to sign up on the Courage Project website or contact Zoe Jones for more information.

Parkrun is a free, weekly timed 5K run. There are four Parkruns in Norwich. To find out about these, including the Colney Lane Parkrun on campus, see the Parkrun website.

You can find out more about the Learning Enhancement Teams writers’ groups and retreats by searching for “UEA LET writers’ groups”.

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Wed 26 Jun 2019

bringing up babies

This post is written by Anna Blagrove, a part-time PhD researcher in Film, TV, and Media at UEA. Follow them on Twitter at @AnnaBlagrove.

It’s been an eventful few years for me to say the least.  It’s involved a wedding, a busy job, a PhD, teaching, and the birth of two babies.  I’m due to (finally) submit my thesis by the end of this year, and it’s been a long road but a fulfilling and largely positive one. I wanted to share this experience to encourage other women (and men) that becoming a parent and doing a PhD don’t have to be mutually exclusive.

I started my PhD here at UEA in 2012 at the age of 35, just after I got married. I decided to do it part-time because I wanted to keep doing the job that I loved – Education Officer at Cinema City. I wanted to see if I could have it all: a happy home life, a fulfilling career-job, and a fascinating PhD research project on young cinema audiences. A year and half later I was blessed with a baby girl. I took six months off from the PhD and thankfully this was fully paid as I had a UEA studentship. After this, I started back at the research and the job with the help of a very able husband, a wonderful mum (who lives locally) and a nursery place. Then some time later, my second baby girl was born. I took another six months off to be with my new-born and mercifully, again it was fully paid. Ironically, it’s actually been easier having babies as a (funded) PGR than if I was an early career academic having to cope with temporary contracts and minimal maternity benefits. When my youngest was six months old, I went back to the books and soon after, my eldest daughter started school. By then I had accepted a place for my youngest at the UEA Nursery – which is one of the best in the region – and I speak from experience as we had tried a few other settings before we got this place. Good childcare is expensive at approximately £60 per day at most settings, totalling between £500 and £1000 per month for most families. When I was receiving my studentship and earning from my job, this was affordable. I am now in my (un-funded) writing-up year however, and my income has plummeted. The saving grace has been the Child Benefit, Working Tax Credit, and Child Tax Credit that HMRC have awarded me; this pays all the childcare expenses. It seems that this financial help is largely unclaimed by a lot of families – there are various levels of eligibility - so I would recommend all parents look into it.

Being a part-time PhD researcher with two young children has specific challenges. I have found it almost impossible to work at home, even when the house is empty. PhD procrastination is very real, and when you have piles of dirty laundry and a kitchen littered with washing-up, these can easily become the priorities when instead it should be your thesis! This is why I’ve been so grateful for the chance to have my own desk in the PGR study space in the Arts building on campus. It’s a haven of peace and work – with no piles of laundry to distract. In the last two or three years I also feel much more connected to the PGR community, through regular contact with PGRs from all the different Arts and Humanities schools, that use the study space and common room. I’ve got to know colleagues from all over the world and I feel like I’ve made some friendships for life. 

Of course it’s been difficult at times. There are physical, psychological, and practical issues of pregnancy and motherhood that have to be balanced with the academic and administrative demands of doing a PhD and teaching. I’ve come to the conclusion that I can’t be a perfect PhD candidate – I haven’t had the time or energy to write many articles or attend many conferences for example. Perhaps universities could support parents in academia further by offering childcare options for study days or conferences?

The hardest aspect about being a PGR parent in my opinion, is the constant tension you feel between wanting to be there for your little ones as much as possible and achieving goals for your own future. One day my children will be grown up and will leave home. I’d like to have my own life and successes in order to be a positive role model for my daughters, and not have to experience empty-nest syndrome. I am fortunate in that I am so well supported by family. My daughters are looked after in turn by myself, my husband and my mum, as well as school and nursery. This way they have a variety of close relationships with different family members, as well as the social and educational benefits of attending a good school/nursery.

Oh and did I mention that I was made redundant from that job I loved (regretfully the money ran out)? The silver lining though is that I have since become a co-director of a new business with some ex-colleagues. We have started ‘Reel Connections’ this year; a company that uses film, music, and heritage to engage and connect community groups including the young, the elderly, and those with mental health issues. It’s all very exciting but in the meantime, my thesis needs to get finished, and my girls just keep getting bigger, stronger, funnier, and more beautiful. It’s been a long and eventful journey, but a joyful and life-affirming one – and it’s not over yet!

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Wed 19 Jun 2019

the phd process - practice and performance

Frank Carver is a part-time PGR in CMP at University of Suffolk. As well as doctoral research into the environmental impact of software development choices, he teaches computer programming, runs a software development consultancy and is mentoring his two daughters through their own undergraduate degrees.

Although enrolled here at the UEA, I am working on my PhD research at the University of Suffolk. Compared to our “big sister” in Norwich, we are a small university with an even smaller graduate school, but this seems to be particularly attractive to mature candidates broader life experience than the average grad student. In my role as one of the UoS PGR student reps I have spoken to many Suffolk PhD students, and have noticed an attitude which seems very common among such researchers.

There’s a lesson here for all of us, though. Bear with me.

The kind of person who has been successful enough in the world of work to contemplate a break or career change to study for a PhD has usually brought a variety of significant projects to completion, and learned the skills of time and project management under commercial pressure. To such a person the idea of taking three (or even six!) years to gather a bit of data and write 80-100,000 words seems ridiculous. That’s a six-month project, maybe a year at most.

So our hypothetical doctoral candidate goes through the motions with proposals and Gantt charts, signs up to the doctoral programme, and meets with supervisors, all the while making internal plans to get the whole thing done within a year.

And then the frustration hits.

Everyone is busy. Resources are unavailable. The ethics process is fiddly and interminable. Nobody seems to know what needs to be done. There is no clarity about anything. Each person navigates a different collection of setbacks, but the whole system seems designed to fail. How can this possibly make sense?

After observing this process several times, I have come to a tentative understanding. It seems designed to fail because, in some sense, it is. But perhaps not designed so much as evolved.

If we take a step back from the grindstone of day-to-day research, it should be clear that in the great majority of cases, even if this is personally hard to take, the larger world has no interest in your detailed investigation into the which-ness of the why. And that’s as it should be. Yes, you have made a contribution to knowledge, but not usually one anyone else cares about. There’s a reason it is so rare to find citations of PhD theses.

A PhD is not a commercial project with a “bottom line”. It is not a government policy document or patentable invention. It is not a citable paper destined for a high-impact journal or conference. A PhD is a process which we do for the sake of doing. The end goal of the PhD is not a specific item of research but a researcher with some experience of the challenges to be found in a research career. If we think only of the tangible output of the PhD, we can fall into the trap of ignoring the benefits of the process.

Consider a musician, perhaps a violinist, looking forward to a concert. It would be easy to focus entirely on that hour in the bright lights, but that would be a mistake. To produce the very best music our violinist needs to work on skill and technique, alone and with others, long before stepping into the auditorium. This should not come as a surprise. Nobody would expect quality work from someone who has never done it before.

When the concert comes, it’s all about doing the best in the moment. Missed a note? Don’t stop to try it again, but carry on for the sake of the overall experience. In private though, the opposite is true. Try it again, multiple times. Build the muscle memory which will help get it right when it matters.

A PhD takes years, and is filled with obstacles because it is practice, not performance. Embrace the challenges, try different strategies, learn from both failures and successes, and take the opportunity to develop as a researcher.

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Wed 12 Jun 2019

implications of the augar review for postgraduate researchers

This post was written by an anonymous mature student at the UEA.

A few weeks ago the Augar Review into the funding of post-18 education was released. While its focus was on undergraduate fees and the wider further education sector, the ramifications of the review reach out further than one level of the higher education sector due to the very nature of the proposals and their effect upon PhD funding, and the courses that Associate Tutors teach on.

The headline proposal for the review is the lowering of tuition fees from £9,250 to £7,500 per year for all undergraduate students. While this sounds heavily enticing for undergrads who have been paying these ridiculously high fees since 2012, the cutting in fees will not be replaced with any further funding for the universities, meaning that they will find themselves with a £1,750 per student blackhole in their finances. When universities look to fill this hole, the first cuts will come to funding that doesn’t boost their rating under the Research Excellence Framework (REF), of which the metrics are skewed towards STEM rather than the Arts and Humanities. This combination of funding cuts and frameworks that are bias towards the STEM will see the number of funding opportunities drop for researchers in the Arts and Humanities, forcing them to rely on the PhD loans that the government offers or self-funding, both of which come with their own stressful implications. This is why it’s exceptionally galling that PhD funding is only mentioned once within the report, with a cursory reference to loans as an option for funding, but entirely failing to draw any links between the cuts and the likely uptake in government loans.

The knock-on effects go further than a decrease in funding opportunities. The fees of Arts and Humanities students at all levels is siphoned off towards the cost of STEM courses instead of ensuring that the departments within Arts and Humanities schools are sufficiently funded, meaning they are often on the edge when it comes to covering the cost of their own courses. A decrease in funding has the knock-on effect of staff and module cuts in an attempt to make up the black hole in their finances. Associate Tutors are the frontline staff that will see their jobs cut, with postgraduate researchers who teach being given less opportunities as the course become streamlined towards employability and ease of teaching for full-time staff. This is in spite of that fact that many ATs rely on teaching to be able to live, and use it for the experience in the next level of their careers even though it often involves accepting exceptionally poor contracts and even poorer working conditions. This will be compounded even further when institutions looks to merge departments or outright close them, something of which UEA has a sad history. This creates a perfect storm where PGRs face being limited in being able to earn both experience and money to be able to survive in a sector that is doing its utmost to make this as difficult as possible.

All this comes at a time when programs such as The Honesty Project has identified that PGRs face high amounts of stress that impact their mental health while studying and working, and other programs such as The Courage Project look to try and nullify the effect that the these stresses have on PGRs. These projects become even more important if and when the review is put into place, due to its complete failure to look past the undergraduate level of higher education or consider the wide-ranging impacts any changes at this level would have on other levels of the HE sector. As a whole, the review completely fails PGRs in every way possible and should be rebuked by every institution that represents them.

While this may all sound incredibly bleak, there are already moves within the sector to challenge the review and make it worthwhile, with the UCU describing it as a failure. The UCU are extremely active on our campus, fighting against casualisation and for PGR rights, as well as offering free membership to employed PGRs. They will be an exceptionally important player in fighting against this review and its after-effects, as well as in helping to ensure the Courage Project is successful, so if you haven’t joined as a member, join today to ensure not only a  healthier, more vibrant future for PGRs, but also for the entire sector.

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Wed 15 May 2019

PhDiggers - digging yourself out of a hole

Last week, the uea(su) Courage Project, the UEA Estates Team, and various postgraduate students came together for the first meeting of the Courage Project’s PGR gardening group, PhDiggers. When PhDiggers was first conceptualised, the Courage Project’s main objective was to offer postgraduate research students access to a natural space, an opportunity to participate in an activity that engages the brain and body in an objective way, and a break from the mental stresses of PhD research. In actuality, despite only having met one time so far, PhDiggers is already so much more than that.

This is not the first time that this blog has hosted posts about the mental health benefits of gardening. In March I wrote about how excited I was for PhDiggers after discovering how gardening was able to help me through a particularly bad bout of depression last summer. Over the Easter break, Briony Hannell wrote about her experiences of finding everyday solace in indoor gardening, an “embodied and tactile” hobby that counteracts the “intellectual and emotional demands of a PhD in the Arts and Humanities.”

Despite these posts, and the numerous social media updates I have scheduled in recent months explaining the links between gardening, access to green spaces, and improved mental health, I was still surprised at how calming the space was, and how cathartic it was to dig into the earth and pull up weeds, worms, and roots.

We were working on digging up the Dutch Garden – a walled garden space next to Earlham Hall with bordered plant beds that have sadly gone neglected for a little while – with the intent to turn it into a Silent Space. The day ran very casually: we had tea and snacks, and folks could attend for as much or as little time as they wanted. Some people chatted while they worked – discussing their PhD with their peers, talking to the lovely Estates team about the UEA grounds, or to Liz Ware (who joined us for the day) about the Silent Space project. Others took the opportunity to work silently and introspectively; the hedged flower beds, from which weeds were extracted and soil was tilled – provided a visual indicator of linear progress, something that is often sorely absent from PhD research.

Last week was a difficult one for many postgraduate researchers who are employed as Associate Tutors, as our previous blog post attests. Many schools released their calls for ATs for 2019/20, an application process that often pits PGRs against each other in competition for increasingly limited, increasingly casualised teaching spots; the changes to payroll and the sudden, clumsy introduction of timesheets has also been a source of stress for ATs in certain schools; meanwhile the end of the semester brings with it a looming marking deadline. Gardening cannot fix these problems, it is not a replacement for the better mental healthcare that university campuses need, and it is not a substitution for the structural change that is needed to address the causes of mental health problems among PGR students.

But folks, escaping from the stresses of a rubbish week by spending a few hours focusing on digging up mud felt pretty hecking good. And maybe spending some time destroying poisonous weeds so that something new and nice can be cultivated and grown in the Dutch Garden is the first step to that process beginning elsewhere, too.

PhDiggers is only just beginning, but like I said above, it’s already doing big things. The group’s first project is a collaboration between the Courage Project and the UEA Estates Team, building a link that we hope will continue to grow as PhDiggers continues. The project also adheres to the UEA’s Green Impact Programme, as well as builds on the amazing work that the Grounds Team have already done that has earned the university a Green Flag Award for the past two years. The planting design for the gardens – by Ruth Cooper of UEA Estates – was also developed following research into the garden’s history, using sources provided by the Norfolk Gardens Trust. As a result, not only is the PhDiggers’ first project an opportunity for PGR students to practice mental wellness and find peace through gardening, but it also builds connections between university groups, benefits the university environment, and reconnects the space with its heritage. Not to mention, in a university where – as has been mentioned previously – space is at a premium, having an area of campus where folks can go to be peaceful, sharing and respecting quiet time in nature, is nice.

Want to get involved in PhDiggers? We are returning to the Earlham Hall Dutch Gardens tomorrow and Friday to plant. We’ll be there from 10:30am until 4pm, there’ll be tea, snacks, and PhDiggers branded mugs and t-shirts for participants! We hope to see you there.

All photos by Alfie Kirk.

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Wed 08 May 2019

Associate Tutor Contracts and the Fight Against Casualisation at the UEA

This week's blog post comes from an anonymous Associate Tutor employed at the UEA.

I am sure many of you have seen the UCU posters talking about anti-casualisation, and I’ve encountered a couple of people asking what this issue is. Casualisation is an issue I have had personal experience dealing with as an Associate Tutor at UEA across whole ranges of teaching. It is one that is timely given the University’s move to timesheets which employs us PhD students effectively on zero hour contracts.

Anti-casualisation is as it sounds, a response to casualised labour. For a postgraduate student, casualised work can be seen as short-term, fixed/part-time employment. You might think this is just spiffy for us postgraduates as it provides us with the opportunity to teach in a related field to our research. What could be better than exposure? This leads us to the often prevalent opinion that casual work is a boon for any postgraduate.

Obviously, it’s not that simple. The idea that casualised work fits hand in glove with PhD research is both troubling and misunderstood. Postgraduate casualised work is an incredibly complex issue that cuts across students, the University (as an employer) and the sector as a whole. So, if we consider the contracted role of “Associate Tutor”, an ill-defined term that straddles all of our disparate communities, it raises two questions: What are the realities of Associate Tutor employment? What do we want to be done about those realities?

Associate Tutoring Means Working for Free

It’s a commonly acknowledged reality that the university runs on the willingness of its staff to work more hours than they are paid. This is prevalent even in the contraction of Associate Tutors. Our contracts give us one hour per week for teaching support activities such as lecture attendance or office hours. One hour – we can’t do both – so we work one of those hours for free. All of the pastoral care we provide is done for free. This is because we care about students.

The marking of scripts is set by seminar time taught rather than the number of students in the classroom. We are not paid to give each essay the amount of time it needs. This is covered by a maladjusted Senate Scale. We spend the extra hours marking formative (which we are not remunerated for) and summative assessments (which we are not effectively remunerated for) because we care about our students.  All academics will work more than they’re paid, this is true. But ATs have now been pushed onto effectively zero hour contracts.

Associate Tutoring Means You Can’t Plan Your Finances

Associate Tutor contracts are signed, often only a day before you start your employment. There are no guarantees in when and how you will get work. You will not be paid consistently or evenly each month for the work you do. This means we are disproportionally hit by taxation. What’s worse is it means that we have no financial security or potentiality to plan ahead. From my personal experience and the experience of others this is deleterious to our mental health, emotional well-being and personal lives.

Associate Tutoring Means You Are Neither Staff nor Student

We exist in an area where we are not quite treated as staff but have the responsibilities of staff. This is troubling as Associate Tutors provide over 50% of the teaching in some schools.

The current Associate Tutor contract does not reflect the complexity of university teaching. The current contract has no differentiation between the types of pedagogic framework being delivered. Sure, there are differences in rates of pay for demonstration and seminar teaching, but this discrepancy in no way accounts for the unpaid work and baggage which comes for each. We are now in a situation where the contract we work under is completely unfit for any Associate Tutor employment in the Humanities. In the Sciences there exists a different framework to one in the Humanities or Social Sciences. This difference is true for both funding and type of work, but the UEA has yet to truly recognise these distinctions and these play to the detriment of our colleagues in the Humanities and Social Sciences.

What Can Be Done?

Firstly, we need to think about how PGR Associate Tutor employment should best represent the environment and demands of ourselves as workers and students. We can consider this question with the help of organisations such as the Students' Union and the UCU, but what we will really need is the engagement of both the postgraduate community and the University to arrive at a decent solution. Associate tutors are a benefit to the University - regardless of discipline - and we care for our students. We need the University to talk to the SU and the UCU about casualisation. We need the Associate Tutor contract to be reformed in the interest of the worker and the student as opposed to the employer. We need Associate Tutors, the campus Trade Unions and students of all levels to come together to start thinking about what employment needs and what it should look like across the sector as a whole.

PhD students employed as Associate Tutors get free membership into the UCU - the University and College Union. Sign up here.

If you are interested in writing a blog post for the Lakeside View PGR blog, please get in touch via the Microsoft Form linked here.

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Wed 01 May 2019

Courage Project and PG(SU) Easter Highlights Reel

Hi, I’m Tarnia, the Marketing Assistant for the uea(su) Courage Project. That means I’m the one in charge of curating content for this blog, updating the Courage Project parts of the website, and posting extremely good .gifs on social media (incidentally – follow us on Facebook and Twitter plz).

It’s been a long old Easter Break, you’ve probably been using this time to catch up on PhD research, catch up with friends, catch up on sleep, or some amalgamation of all three. As a result, you may have missed some of the good good content that has been putting out over the last month, so I thought I’d do a highlights reel, a ‘best bits’ blog post for your perusal. Please read to see what we’ve been up to lately! (No really, please read - analytics show that views decreased over the holidays and I want my boss to think I’m good at my job.)

First up, we’ve had a really great collection of posts uploaded to the Lakeside View:

  • Last week, PhD researcher and Associate Tutor Briony Hannell wrote about mental health and finding everyday solace in (indoor) gardening while navigating the dual identities of being a PhD student and a long-standing member of ‘generation rent’. It is a really great read that you should definitely check out – plus, anyone inspired by Briony’s words can try their (presumably green-fingered) hand at gardening in our upcoming PhDiggers sessions! For more info, click here.
  • Part-time PhD student and Courage Project researcher Linda Horsnell provided the Lakeside View with some photos she had taken while participating in the semi-regular Courage Project Walk & Talks, which you can check out here! As part of the Courage Project, Linda is conducting research into resilience training at the UEA – if you’re interested in taking part, please get in touch to arrange an interview (I have been reliably informed that snacks will be provided).
  • Dr Ben Marshall, of both the Courage Project and Student Support Services, wrote about the importance of being careful with our language when discussing wellbeing and resilience, in order to avoid “toxic positivity,” in which an individual’s feelings are invalidated through language of “blame and individuation.” He examines the ways in which students, the Courage Project, and the UEA, can be mindful when encouraging individuals to build resilience.
  • Matt Gallagher, a postgraduate researcher and Associate Tutor, wrote about his experiences while campaigning to be Postgraduate Officer in the recent uea(su) elections. He explains how what he learned can feed into wider discussions on how to keep postgraduate(su) accountable to postgraduate students.

Please read all of these awesome posts!

We also had a huge catalogue of events running over the Easter break – I asked Postgraduate Engagement Coordinator Josh Melling to pick his favourites:

  • On 10th April we had a Tea & Cake afternoon in the Scholar’s Bar that was incredibly well-received (as if there was any doubt with free cake involved!). Postgraduates were able to enjoy their lunch accompanied by a free cup of tea and a slice of cake! Some of us may have even had more than one serving… (*´?`*)
  • Just before Easter Weekend we held an egg painting session! There were some really creative designs – including a very Courageous (wink) one made by yours truly.
  • Not only were our chill on-campus events a success, but we also held a variety of more active ones that were also very well-received. Our Nature Walk on the 25th and Coastal Walk on the 13th were great – even when the hail threatened to foil our plans!

One of the really awesome things about these events was that they drew in folks from a variety of backgrounds and academic circles – we had attendees who had never come along to a pg(su) event before, international students, students with caring commitments, mature undergraduates, and a variety of part-time, full-time, funded, and unfunded students, too. It was so nice to see you all, and we hope to see you at future postgraduate(su) events, too!

Events schedules are decided by the Postgraduate Committee, so if you have an idea for an event, or feedback for us, please come along to the Postgraduate Assembly! The next one is this Friday at 5:15pm (also there will be free pizza!).

If you feel inspired by any of the Lakeside View posts linked above and would like to submit your own, please check out our call for submissions page, complete with abstract application form! We would love to hear from you.

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Wed 24 Apr 2019

On PGR Mental Health and Finding Everyday Solace in (Indoor) Gardening

Countless academic studies have stressed the health benefits of gardening for one’s mental and physical health. Gardening is said to reduce the symptoms of depression and anxiety, boost dopamine and serotonin levels, and improve one’s self-esteem. In their review of research on gardening-based mental health interventions, researchers from Canterbury Christ Church University emphasised the wide-ranging benefits of gardening ranging from emotional, social, and spiritual to vocational and physical benefits. Given the wide-ranging evidence supporting their efficacy, as well as the more general move towards environmentalism, garden-based mental health interventions are being taken-up in increasing numbers as a way for people to improve their mental, physical, and social wellbeing while developing their green-fingered abilities.

After struggling with depression and anxiety throughout the first and second year of my PhD, which I now manage with medication, I became interested in the reported benefits of indoor gardening for my mental health and wellbeing and decided to invest in a number of new houseplants. I’d successfully kept a rather large peace lily alive for several years, and was fairly confident I could keep some new additions alive, too. Not only do houseplants improve the overall appearance of my flat, they’ve also been a significant mood-booster and have certainly played an important role in improving my wellbeing since my diagnosis of depression and anxiety.

I have very much enjoyed pursuing a hobby that is, unlike the intellectual and emotional demands of a PhD in the Arts and Humanities, embodied and tactile. My interest in houseplants and indoor gardening has forced me to engage with the world in an immediate, direct, and practical way that my PhD does not permit. Houseplants are also generally very forgiving, and taking the time to successfully nurture them day-by-day is very rewarding. Indoor gardening has provided a much-needed sense of purpose and achievement outside of academia, and it requires me to be mindful of my surroundings and my relationship to the environments in which I work and relax – both of which are very important to a holistic approach to self-care and wellbeing.

Throughout the process of doing my PhD, I’ve noticed that doing a PhD has profoundly altered my sense of scale. I spend a lot of my time thinking in terms of the much-coveted (and much critiqued) timeline of the three-year PhD and how my PhD might (or, as I soon realised, might not) fit into this highly condensed timeline which expects me to research, write, teach, collaborate, present, and publish. Oh, and, might I add, the research we do needs to be world-leading in order to grant us access to entry-level jobs when we finally finish the PhD. The pressure to complete the PhD, and all of the extra work that’s implicitly or explicitly expected of us, in three years can feel overwhelming and all-consuming. Indoor gardening, in turn, has offered me an alternative sense of scale rooted in the here-and-now that allows me to feel productive and purposeful in a practical and everyday way. It requires me to slow down, be mindful and attentive, and ground myself in my immediate surroundings. This has been invaluable on the days where life as a postgraduate researcher feels particularly unforgiving and unrelenting.

I do not by any means wish to suggest that indoor gardening is the solution to the problems we encounter as postgraduate researchers, and I don’t wish to trivialise or over-simplify the possible solutions to a myriad of problems within higher education that are both structural and deeply entrenched. Wellbeing initiatives, no matter how enjoyable or effective they may be in an individual sense, are not sufficient. Structural change is essential. Additionally, my affinity for indoor gardening is undoubtedly produced by my status as a long-term member of 'generation rent'. I, like many other PGR students and young professionals, live in rented accommodation without private access to any outdoor space, let alone a garden. Keeping houseplants became a relatively cheap and easy way for me to brighten up my living space and take up a new hobby at a time when I lack flexibility in terms of the housing I have access to, and can reasonably afford, for the duration of my studies. I am weary that the media buzz around the health benefits of the houseplant boom, the phenomenon of “millennial plants," or the emergence of “plantfluencers” obscures the deep-rooted housing crisis facing young people. Note, for instance, a rather sombre headline from The Economist which reads: "Instead of houses, young people have houseplants." Indoor gardening has massively improved my mental health and wellbeing, but it is by no means a solution to the material conditions that produced my depression and anxiety in the first place. Once again, structural change is essential.

And, yet, in the midst of this totalising sense of despair, tending to my houseplants has nevertheless provided countless moments of everyday respite to the intellectual and emotional demands of my PhD. It has become integral to my self-care routine, and it forces me to make time every day to pursue a hobby which brings me great joy. The daily moments of mindfulness, self-reflection, and careful attention involved in gardening, indoor or out, require us to slow down and be mindful of our surroundings and the importance of the embodied, the practical, the everyday. As Ariel Kusby writes:

“In uncertain times, it is normal for our attention to shift to the 'bigger picture'. [...] It is all too easy to neglect self-care, or even see it as selfish, when the world at large seems to be hurting so much– but it is equally vital for us to take care of our bodies and minds. [...] If we can stay in touch with small realities that remind us of who we are and where we came from, we can navigate this contemporary world that often feels overwhelming.”

Plus, she adds, plants “are just plain nice to look at.”

This blog post was written by Briony Hannell, a PhD Researcher and Associate Tutor in PPL whose research focuses on youth, digital feminism, and media fandom. Has this post piqued your interest in plants? The Courage Project's gardening group, PhDiggers, is starting very soon! We have sessions on the 9th, 10th, 16th, and 17th of May - sign up to avoid missing out!

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Wed 17 Apr 2019

Socialising, enjoying campus life, and building resilience

This article is written by Linda Horsnell, a part-time PhD student (LDC), associate tutor, and Courage Project intern.

My work as a part-time PGR student means I have been at the UEA for over seven years, watching the seasons change as I look out over the lake from the library.

This year I decided to start making a photographic record, from the sunny days in August:


To the December morning mists and early evening sunsets:



To the January hazy sun, frost and snow:



Recently, I have joined the Courage Project's Walk and Talk group, offering postgraduates the opportunity to see more of the campus' beautiful grounds. It is a great way of taking an hour for yourself and also getting meet other PGRs from different faculties that you would not usually get to talk to. We sometimes get to say hello to the donkeys in the fields near the lake too:



The Walk and Talks are set up by the Courage Project, an operation I am also working on as a researcher into resilience and training. Resilience is defined in many different ways depending on which book or paper you read, but all definitions are based on the concepts of overcoming adversity and making positive adaptations. When I sat down and mapped all the things that can affect postgraduate research students at UEA - for example the student/supervisor relationship, isolation, and workload pressure - the ability to be resilient appeared central. The Walk and Talks are just one activity being run by the Courage Project which can help PGR students manage their stress levels and learn resilience. Citren and Weiss, whose book The Resilience Advantage: Stop Managing Stress and Find Your Resilience, describes building up resilience as the ‘Teflon-based approach to stress’ - but what does this mean in practice for PGRs at UEA? If you are interested in talking to me about any training you have undertaken, any activities you perform to help you as you write your thesis, or anything that the university should be doing to aid in this task, keep an eye on the Courage Project email bulletins (and Facebook and Twitter!) as I will be recruiting for help with my research soon and would love to have you on board.

I am so excited about working on this project as it has given me a unique chance to help my fellow PGRs at UEA. I look forward to talking to lots of you in the future, be it in an interview for the project, or on the Walk and Talks, or as part of PhDiggers, which I will be joining too. However you do it – take time for yourself and enjoy our lovely campus.

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Wed 10 Apr 2019

Resilience and the ‘Wellbeing Agenda’: A Courage Project Perspective

‘Grant me the serenity to accept the things I cannot change,

The Courage to change the things I can,

And the Wisdom to know the difference’

(Rienhold Niebuhr, 1934)


Wellbeing is everywhere at the moment. We are told variously that we should be paying greater attention to our wellbeing, that certain products will enhance our wellbeing, and that there are certain activities we should be doing a great deal more of (and less of others) if we want to optimise our wellbeing. The central idea seems to be that we need to do regular self-maintenance in order to achieve or keep up a state of wellness. Whilst this is a generally valid statement in itself, naturally people and organisations mould and emphasise the term in key contexts to fit their perspectives, interests, and specific agendas (often to sell us things).

In this way, wellbeing starts to get into the territory of another useful but potentially slippery term: resilience. Definitions and use of this term seem to revolve around a core idea that people (and other systems, but overwhelmingly individual people in current usage) can move towards a state that responds well to challenges, in a way that either preserves their state of being, or allows for any impact on it to be quickly compensated for.

Both of these terms then, touch upon some very real and acute debates about what causes mental health problems, and who is responsible for working to address them. The causality aspect is complex and multi-levelled, I assure you (as someone who has studied it academically, practically, and personally), and could take up many further blog posts. Let’s take this to be a given, however, and instead explore the responsibility aspect a little further.

Something that’s always interested me (as a mental health professional and someone with some personal experience of mental health issues) is how if we don’t watch our language broad definitions of wellbeing and resilience get channelled, often via phrases like ‘ownership’ and ‘taking responsibility’, into the territory of blame and individuation. They can be a way of the professionals and relevant individuals around a person washing their hands of any real meaningful involvement. They can be a way of propagating ‘toxic positivity’ and downplaying an individual’s experience. This kind of talk has been rampant in particular within the regional mental health services I have worked with, even being implemented by services claiming to be doing the exact opposite under a ‘recovery-focused’ model of working. I’d suggest it is at the very core of the crisis they are currently experiencing.

When Wellbeing and Resilience are not critically considered

To give you an idea of what I mean by the dismissiveness that can accompany poorly-defined ideas of wellbeing and resilience in institutions, here are some real-life examples of the extreme ‘toxic positivity’ that can ensue, even in crisis situations:

‘I think you’re being overly negative about the situation’ (said to a person with major depressive disorder)

‘We’ve been here before with this person, and we can’t do anything with them unless they take some responsibility. At the end of the day that’s their choice’ (said to another professional supporting a person with bipolar disorder)

‘We know what you’re like when you get like this, don’t we? Why don’t you try running a nice hot bath and I’m sure you’ll feel better’ (said to someone who had made recent, substantial suicide attempts)

For context, please bear in mind that some of the above are from crisis response professionals, who may be the first port of call for a person in crisis. For balance, I’d add that I’ve worked with many amazing crisis response professionals who have easily avoided such approaches.

I’m not saying that the people making these comments set out to do harm to the people they were supposed to be supporting. I’m also definitely not saying that their response should have been the inverse kind of poor practice (again all too common with well-meaning but ill-informed folk): to swoop in and do everything for and to the person in a way that would limit their individual autonomy. What I’d expect is that the supporting person engages with the person needing support in a way which at least:

  • Validates the individual’s current experience.
  • Acknowledges any simple elements which either party could do to make the immediate situation easier.
  • Acknowledges the complexity of the situation and how no one is to blame, yet both parties need to respond.
  • Starts a discussion when possible about what needs to change over the longer term in order to prevent, limit or mitigate any further crises, and looks at realistically who is capable of doing what, and who else might need to be involved.

We can think of the two extremes to avoid in adopting this way of working with people as ‘doing nothing’ vs ‘doing to’. The third position can be roughly summarised as ‘doing with’. This is one where we work alongside a person, set reasonable expectations (for example promising to help them live around their symptoms rather than hinting vaguely at cures) and don’t become aloof or slip into a saviour complex. It’s nothing new (many mental health organisations claim to have a ‘no decision about me without me’ policy, or equivalent) but is rarely fully implemented.

Wellbeing and Resilience within the Courage Project

Within the Courage Project, we have set out to create a meaningful, impactful project which deals with the complex reality of wellbeing in postgraduate researchers. We have consulted research students and the people supporting them about what matters to them. We have an array of research students employed and embedded within the project, providing leadership, generating ideas, and running dedicated interventions for particular aspects important to them. Many of our team have encountered mental health difficulties during postgraduate studies ourselves. We are trying our best to ‘do with’.

In focusing our efforts, we have tried to avoid is a project that simply says ‘doing a research degree is always hard, researchers need (…) skills and they will be fine’. We know, for example, that group-level processes like institutional culture and university policy are key causes and exacerbators of huge amounts of the wellbeing issues that PGR students face. We know that inter-individual factors like the possibility of poor quality, un-standardised supervisor relationships are key. We’ve dedicated strands of work to delivering improvements in each of these areas, with a degree of success already.

Similarly however, we’d be remiss in our duty to funders, the university, and most importantly the PGR students if we didn’t point out that:

  • We can’t immediately change everything about culture and policies, which are often tied to forces beyond ourselves such as politics and economics. As such there are inevitably some significant potential risks (e.g. to mental health) that will remain associated with doing a research degree. We must know what we can quickly change, what we can change only with sustained effort over the longer term, and what we are unlikely to be able to affect, and empower ourselves accordingly.
  • There are a definitely a few quick wins to be had from helping people with evidence-based personal wellbeing and resilience tools (whilst emphasising that this is only part of the picture) so that they can respond optimally to those risks that are enduring.

What this leads us to then is an approach where we don’t discard wellbeing and resilience-type thinking but simply deploy it carefully, as part of a broader approach. Where possible, we’ve tried to make this ‘situating’ of wellbeing and resilience-type thinking fairly explicit. Examples include:

  • Running emotional intelligence workshops which attempt to better equip PGRs to recognise and respond to both their own emotions and those of others, and think about the roles these play in everyday interactions.
  • Providing practical meditation sessions, which try to go beyond the wellbeing agenda’s obsession with basic mindfulness as a cure-all (spoiler alert: it’s not one), and give people a varied toolkit to draw upon when presented with systemic challenges in their doctoral studies, whilst emphasising that this is only a part of the picture.

I don’t want to hold up Courage as some paragon of virtue with this blog post, or as the cure-all for PGR mental health at UEA and partner institutes (there’s a lot more to do), but I do want to emphasise how seriously, critically, and collaboratively my colleagues and I have tried to take the issues we were presented with, even if some of this only provides a starting point for future work.

I’ll draw this slight ramble to a close by saying that if you have related thoughts, experiences or ideas (positive or negative, about wellbeing, resilience, or any of the other issues this blog post touches upon) we really are keen to hear from you.

Benjamin Marshall is a member of the Courage Project leadership team, with a background in creating and running third sector projects for individuals with complex needs. He completed a PhD at UEA in 2015 on the cognitive psychology of interpretation in social anxiety, and is currently writing a book combining the science and experience of living and working with and around anxiety and depression.

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Wed 03 Apr 2019

keeping pg(su) accountable to you - what I learned while campaigning

This post is by Matt Gallagher: "I am a second year PGR in the school of PPL and was a candidate in the recent Postgraduate Officer election. I have been a student at UEA since 2012 and have been active at the PG Assembly and other PG events this year."

A few weeks ago I ran to be the uea(su) Postgraduate Officer, an experience that had some real highs and some real lows. Not only was I trying to gain votes, I also wanted to talk to postgraduate students who hadn’t previously engaged with the Students' Union, to try to see what they wanted from a Postgraduate Officer and what issues they were facing. However, after the election I felt I had all this information that I had received from talking to students with nowhere to put it. Then a friend suggested I write it down and send it to the Lakeside View in an attempt to ensure that the conversations I had while campaigning could still shape the discussion happening in Postgraduate(su), and to ensure that those voices were still being served.

One of first questions that I heard throughout the campaign was always along the lines of 'why should I vote in the elections, I have nothing to do with the Students' Union?’ A lot of people didn’t know the elections were occurring, and even when they did, there was often confusion about what they were voting for. This fundamental disconnect between the SU and the postgraduate community is one of the largest problems we face at the moment. The role of the Postgraduate Officer and Postgraduate(su) is literally that they are “dedicated to representing and advocating for postgraduate students." This has come to involve a whole host of things, ranging from the organisation of an amazing activities calendar, to the representing of postgraduate students in issues such as the discussions over CSED's at-risk Developing Teaching Skills course and the debate over the casualisation of Associate Tutor contracts. These dual aspects are critical as they both help and protect students, as well as provide the space needed to build a community.

They also require people to get involved to make sure the Union is aware and held accountable to the people they are representing. The election results topped out at about 10% of the postgraduate research community. Although this is the highest it has been for a while, it also means that around 90% of the community is not engaged. If politics is for the people who turn up, we need to step up our game! I spent a lot of the first few days of the election going round postgraduate researcher’s offices on campus, trying to find people who traditionally do not vote in the SU elections in order to explain who I was and why I was worth voting for. A student who I met in the office above the Sainsbury Centre summed up why this is so important when she said "I didn't even know there were elections on, however, because you were the only one who has come out this way I will vote for you!"

As a union, our power comes from the ability to get people involved and working together. A lot of the issues facing PGRs - such as the casualisation of Associate Tutors, mental health problems, and the ongoing discussions about what to replace DTS with - will require students both being made aware that the problems are there and that the SU is there to help. It’s up to the Postgraduate Officer to be proactive and make sure they are pushing involvement within schools that are feeling isolated and listening to the PGRs who have problems. Collectively, we can work together to put pressure on UEA to make it as wonderful as possible. However, if we are only talking with a small group of people, we are going to struggle to be heard. Part of this is on the SU and the officer team to get out and talk to postgraduate researchers, but it is also down to us as a community to say these issues are important and that we want to work with the SU to fix them.

Another thing people brought up while I was campaigning was the need to increase access. Very few people knew that they had a PG Committee, cheap access to sports activities, and - perhaps most importantly - a place where they could bring issues in the Postgraduate Assembly. Especially in the case of part-time and distant students, people often felt they could not get their voices heard because they did not know how to become involved. We should be looking to make this easier. We should actively look to run focus groups that include these students and to get their insights into how we can help them. It is also important to work on the practical barriers that stop people getting involved - for example, by making sure they have the ability to socialise with cheaper parking in the ‘social’ hours after 5pm, and by organising events that are outside working hours so that those who support their learning with part-time jobs feel less isolated and more able to attend.

Finally, the Postgraduate Officer should take it upon themself to go out and speak to these students on a regular basis, find out about the issues they are facing, and why they can’t access the channels available. On a personal note, I want to say how much I enjoyed the election and how thankful I am about all the support that I received. Even now, people are still coming to chat about the Union and how we can improve things for postgraduates at the UEA. I really recommend that if you have ideas to drop an email to the Postgraduate Officer, Martin Marko, or the Postgraduate(su) account. This is the only way we can make some real change and help get people involved.

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Wed 27 Mar 2019

grown from the concrete - phdiggers gardening group @ uea

A few weeks ago, we announced PhDiggers, a gardening group for postgraduate students at UEA. Folks probably wouldn't expect UEA PGRs to have particularly green thumbs - after all, our university is known for its brutalist architecture, heck, our student newspaper is called Concrete - but the response has been phenomenal. Seemingly every time Bryony (the Courage Project’s PGR Mental Health Coordinator) returns to her desk from a meeting, she tells me "I just had another person congratulate us for PhDiggers," and at the time of writing, nearly 50 people have signed up to the project’s mailing list. Clearly, great things can sprout from the concrete.

I am very much an amateur gardener, and there are still many questions I have yet to find an answer for when it comes to my arbitrary collection of perennial houseplants. Why does my dang mint plant die when I fail to look at it for five minutes, while my maidenhair fern does better when I adopt a more laissez-faire approach to plant maintenance? Why does my shamrock only have one single clover? Why am I still skint, despite my money plant growing for the first time in over a year?

In spite of my ignorance, the leafy friendos who populate my windowsills and garden have been very good to me. I got into gardening last summer, after suffering from a significant relapse into depression and anxiety that left me with very little energy to do anything other than watch cartoons. The catharsis I found in maintaining my very small garden space – another patch of concrete suitable only for the stubborn – shouldn’t have surprised me. There have been plenty of studies that indicate the positive impact that access to green spaces and gardening can have on mental health is real and tangible. "Horticultural therapy is much more than gardening," said Laura Hillier in a Guardian article last year, "it offers people a chance to take part in something meaningful and build their skills and confidence."

It’s important to note that gardening alone can’t fix the mental health crisis that academia is currently in – for that, we need broad structural change from the top down. But what PhDiggers can do, is help build and strengthen a postgraduate research community, and give postgrads a new avenue for exploring approaches to mental resilience and wellbeing. Plus, there’s something very rewarding about watching something that you care about grow (particularly when your thesis word count refuses to).

PhDiggers has two initial projects. We are in the process of acquiring several allotments on campus for students to communally grow a variety of fruits and vegetables. Recently, we went to take a look at one of the plots. It’s… a bit of a fixer-upper, I’m not going to lie. But there’s a lot of potential.

The other project is in collaboration with the Estates team – we have been given permission to turn the walled garden by Earlham Hall (somewhat charming, but, arguably, also a bit of a fixer-upper), into a Silent Space – a place for quiet reflection. This is particularly exciting because it will be the first such space to exist on the grounds of a UK university.

Plans for the first PhDiggers sessions are underway – I can reveal that the first gardening session for the allotment project will be towards the end of the Easter break, while we are looking to begin work on the walled garden in early May. If you’ve already signed up to hear more about PhDiggers, keep an eye on your emails in the coming weeks! If you haven’t signed up yet, the form is here, go go go! Let’s show them what can grow from the concrete.

This blog post is written by Tarnia, the Marketing Assistant for the Courage Project. She is also a PGR student, and an Associate Tutor in AMA and PPL. She has managed to keep a houseplant alive on her desk at work for over two months now despite only working part-time.
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Wed 20 Mar 2019

we need to talk more about the treatment of associate tutors at uea

This post is written by a former Associate Tutor who feels the lack of support offered while in the role contributed toward the exacerbation of her mental health problems. She is writing anonymously because of concerns about repercussions for her career and also partly, admittedly, because of some lingering misguided loyalty. The author hopes that highlighting her experience will help others experiencing similar issues realise that they are not alone, that they can speak out, and to help improve the experience of being an Associate Tutor at UEA.

I feel conflicting emotions as I write this blog post, but mostly I feel sad and angry. Sad because working as an Associate Tutor in the subject you love and study should be a positive experience. Angry because the experience could so easily be improved, and some staff who claimed they were dedicated to helping people with mental health problems actually only helped to make mine worse. Yes, people with mental health problems can be difficult to work with; yes, some academic staff are great; and no, being an Associate Tutor wasn't the entire cause of my mental health problems - but the lack of support I received certainly did not help. I would love to hear that I'm the only one to have had the experiences I share below but I sadly know this is not the case.

I don't think that any suggestions I make are particularly difficult to implement, and I hope listing my thoughts like this encourages more people to share their experiences and helps contribute toward improving the Associate Tutor role:

  1. Universities should provide management training for academic staff - I can envision a chorus of academics saying, "As if we don't have enough to do already!" and, "...But I'm not a manager!" I have a number of years experience working in industry in both toxic and well managed environments. Toxic environments tend to suffer from poor management and institutionalisation. While working as an Associate Tutor, I encountered some very poor people management which, somewhat unsurprisingly, created a hostile working environment. For example, issues arose from senior staff never responding to queries, causing us difficulties when trying to complete the duties of our role. Perhaps some staff could benefit from a bit of guidance about how to treat junior staff members? Being told, “well that’s how it’s always been,” really doesn’t help either, nor does the attitude that it’s ‘okay because it’s academia’.
  2. Provide mental health awareness training to all staff – I’m sure my talk of being unwell was very dull and I know that I wasn’t the easiest person to work with when I was unwell, but it was hard to be in the best mood when you can’t stop thinking about suicide. Hostile attitudes and comments like, “yes, it’s not just you, you know?” really did not help. Asking, “are you okay?” would have helped. As an Associate Tutor I also encountered students in crisis but was given no advice about what I should do. I contacted their academic advisers, but some never responded, so I only hope that they received my emails.
  3. Provide clearer guidance about role expectations – It is hard to know how to do your job when there is no job description for your role and nobody advises you of expectations. When I asked if any guidance or training was available, my manager initially laughed, then corrected himself and told me the training "wouldn’t be worth my time." Receiving at least some guidance is a completely normal expectation in every other role I’ve had, so I don’t think it was too ridiculous a question. The amount of hours Associate Tutors are paid also does not reflect the amount of work it actually takes to undertake the role, and any academic or student would agree that being paid 15 minutes to mark a script is not realistic. 'The hourly rate is high though' felt like an excuse to cover dishonesty about how much work the role actually involved.
  4. Associate Tutors – Do unto others... - Some of the meetings I had with other Associate Tutors involved them (literally) shouting at each other because they disagreed with one another, and ended in other Associate Tutors crying. I even know some PGR students who said this had contributed toward them dropping out of their studies but that they felt too worried to voice this to their supervisors. There is an attitude among some that this is acceptable behaviour because it is academia. Allow me to burst that bubble. It is not okay to treat other people with disrespect. Ever. There cannot be improvement or progression without us sticking together and speaking out about our experiences.
  5. Consideration for the stress of being on a part-time casualised contract – I supported my academic colleagues when they went on strike about their pensions although my contract meant I potentially would not get paid if I did the same. This was not reciprocated – a recent UCU ballot on casualisation did not meet the 50% quorum required to take action.

Constant concern about whether or not I would be able to make rent and bill payments and whether I’d have enough work next term did not help my mental health, plus it divides academic staff into ‘haves’ and ‘have nots.’ I know a number of Associate Tutors have left because of this. It also discriminates against those who are not lucky enough to have financial support or backing. How can a situation which forces dedicated, passionate, and hardworking people to quit be right?

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Wed 06 Mar 2019

researching space and place in HUM

Why space?

I’m currently working on the SU’s HEFCE funded Courage Project looking at PGR mental health. My placement on Strand A focuses on developing research community and culture within each of UEA’s four faculties, the University of Suffolk and the Norwich Bioscience Institutes. A student from each faculty will be working on this strand, and as a postgraduate research student in Film, TV and Media I have been focusing my efforts on my own faculty of the Humanities. My initial research has started to look at:

  • The importance of space for postgraduate research students,
  • How space is conceptualised and utilised across departments,
  • The role it plays in research community and culture.

In much of the literature on the PGR experience as well as in the initial research done by Courage, space is consistently cited as a key issue: the lack of it; the need for it; and the importance it plays in connecting students to the broader faculty community.

Fig 2. I see leaves of green and oranges tooWhat kinds of space?

There are three broad categories of space this research looks at: work, social, and outside or green space.


Dedicated space away from undergraduate students where PGRs can relax and socialise with each other both within and outside of their faculty/cohort. Many PGRs undertake teaching work as Associate Tutors and therefore do not want to share their social spaces with their students. PGRs also tend to be older than the average undergraduate and their needs and expectations of behavioural norms in their social areas will often differ. Dedicated PGR space is particularly important as the undergraduate student experience increasingly determines institutional policy and spending with the needs of postgraduates often becoming marginalised.


There’s a great deal of research being done on the benefits of spending time outside and in green spaces, particularly for mental health but also physical health. There are strands within the Courage Project looking at the provision of an outside quiet space as well as a PGR specific allotment – PhDiggers.

Fig 3.


Within the university there are issues relating to the allocation of desk space in a shared office environment - for example, while there are two PGR offices in the Arts building, there is a waiting list and desks are often oversubscribed. This affects PGR access to a computer long-term (e.g. for a semester, a year, or the entire time they are a student) and other resources/facilities, which is exacerbated by issues of hot desking (often used to minimise space and facilities provided for workers in an office).

There is constant pressure within faculties to take space away from PGRs and repurpose it; because space is at a premium in an increasingly neoliberal institution where student numbers are rising without the corresponding expansion of teaching space, facilities, or teaching staff. The needs of postgraduate researchers may also not be understood (or valued) when it comes to institutional decision making.

There are also faculty specific issues where value judgements are being made about where space is allocated. It’s easy for non-scientists to understand that students in BIO would need dedicated lab space for the duration of their studies (they need somewhere to put their Bunsen burners, right?). But for a faculty like HUM, where research tends to be more nebulous, our needs for space might appear to be more opaque to university executives. How much space or resources does a philosopher need, for example? Isn’t it just reading and writing? They could do that at home!

Fig 4. This is my happy faceThis research seeks to demystify the need for space by HUM PGRs and re-emphasise the importance of protecting what little space we already have.

Why is space important?

Issues of space are one of the key factors leading to poor mental health amongst PGRs. Being a postgraduate researcher often goes hand-in-hand with social isolation - from spending a great deal of time alone on our individual projects, the feeling of not being embedded in the research or student community of an institution, and sometimes purposeful isolation stemming from negative assumptions about ourselves as researchers e.g. avoiding certain events because we fear having our progress compared to others or feeling like we don’t belong in those spaces (imposter syndrome, anyone?) Although a certain element of solo work is to be expected since reading and writing tend to be rather solitary activities, a PhD does not have to be an exercise in isolation – it can be one of community and solidarity.

In fact, PGRs in HUM cite the availability of space as one of several effective coping strategies for dealing with poor mental health. Social connections, mind and body work, as well as teaching and working are all strategies used by PGRs to ward against poor mental health during their studies, all of which are underpinned by concepts of space and community. Shared work and social spaces help foster social connections between research students but also between students and other members of faculty staff, and shared work spaces encourage professional connections and working relationships, all of which function as means of support throughout the PhD.

Fig 5. Lego Grad Student available at: [online] Accessed: 21/2/2019Developing the PGR community is key to enabling peer support and can be achieved through (amongst other things) shared working space, social spaces and events, group training programs, and supplementary online platforms. Connecting with others on a professional level, be it with other students or members of research staff, was one of many early prevention strategies recommended by PGRs. This might be through participating in research groups, attending conferences, and seeking to undertake collaborative work as this connects you to like-minded students and colleagues early in the research process.


To provide some answers to the following:

  • Where is this space and what does it look like? (is it accessible, is there enough of it etc.)
  • Does it meet the differing needs of funded vs unfunded students, part-time vs full-time?
  • How might these spaces be improved?
  • How can they be protected in an institution where space is under threat?

Although this placement only lasts for three months I’m hoping to develop a set of good practice guidelines for the provision of PGR space which can be applied to faculties outside of HUM as well as within it. These guidelines can be used by UEA when considering the allocation of PGR space in new buildings.

Andrea James is a Postgraduate Researcher in Film, TV, and Media Studies looking at how female students experience online harassment and violence. She can be found on Twitter @AndreaLJames. This is the first of our blogs focusing on our newly recruited 2019 Courage Project PGR placements - keep an eye on the Lakeside View for upcoming blog posts from our other PGRs about their research as part of the Courage Project.

Lego Grad Student images used with permission from

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Wed 27 Feb 2019

depression, that awful thing that happens to others

About the author, Ana Bermejo Martinez: I landed at UEA in 2012. Since then, I spent most of my time studying bacteria and diatoms, doing Science outreach and being outraged about inequality and unfairness. My guilty pleasure is working on ssDNAfrica, an interdisciplinary project that has taught me that team work and perseverance can go a long way. As an outspoken and enthusiastic optimist, I believe that change for the better is not only possible, it is a must, and I will do my best to be part of it.

I am a 4th-year PhD student, and when I started my degree I was diagnosed for the first time in my life with depression - with that diagnosis my journey to recovery and maintenance began. I won't lie and say that it was an easy time, but I think sometimes people forget to mention that depression can have 'positive' aspects to it - for example, as the nerd I am, I am amazed by the sheer number of new things I've learnt about myself but also, in a very geeky way, about how brains and psychology work. It is fascinating! And when I finally recovered, I felt stronger and more balanced than ever. That strength came mostly from the self-awareness and the recognition of the symptoms of depression and, most importantly, being able to discern the difference between 'normal distress' and 'heads up! Time to take action'. However, one of the most shocking realisations I had when going through such a hard time was that I had unknowingly been depressed several times in my life before, but I just thought those experiences were who I was. In fact, the diagnosis of depression came after many months of struggling and falling into a dark deep hole in a steep spiralling fashion, and actively ignoring any friend's advice to seek for help. After all 'this is not depression, it is a bad day... or week, I will be fine tomorrow, it is just me that I am a bit overly dramatic, right?'

No, it IS depression. And this is when the second realisation hit me in the face: people are aware of depression but might not be self-aware of it. Since sharing my experience, I’ve heard too many times 'Oh! I feel the same, if that is depression I might be depressed too... haha' ... Ha-ha!?!? No! You need to seek professional advice!! But, me saying it means nothing. It only means something to oneself when the veil drops, and depression shows its ugliest face, and sometimes when it is too late. For this reason, I would like to highlight, once more, what the symptoms of depression are as described by the NHS (copied word by word - they are the experts):

Physiological symptoms:
• continuous low mood or sadness
• feeling hopeless and helpless
• having low self-esteem
• feeling tearful
• feeling guilt-ridden
• feeling irritable and intolerant of others
• having no motivation or interest in things
• finding it difficult to make decisions
• not getting any enjoyment out of life
• feeling anxious or worried
• having suicidal thoughts or thoughts of harming yourself

Physical symptoms:
• moving or speaking more slowly than usual
• changes in appetite or weight (usually decreased, but sometimes increased)
• constipation
• unexplained aches and pains
• lack of energy
• low sex drive (loss of libido)
• changes to your menstrual cycle
• disturbed sleep – for example, finding it difficult to fall asleep at night or waking up very early in the morning

Social symptoms:
• not doing well at work
• avoiding contact with friends and taking part in fewer social activities
• neglecting your hobbies and interests
• having difficulties in your home and family life

There are different degrees of depression, and you are very unlikely to experience all the symptoms described above. Also, bear in mind that being depressed does not mean that you can’t have good moments and seem cheerful sometimes when you are with others - in fact, we can become very good ninjas at hiding how we feel. But, please, try taking a minute to honestly reflect on how you have felt for the last two weeks, with no excuses. If you think you experienced some of these symptoms for most of the day, every day, call your GP or seek advice at UEA. They will be able to help you. It is not a waste of your or their time, it is not useless, they can help and offer support: you deserve to feel better. Tell your concerns to friends and family too, as they can be a great support. And remember, you are the only one who can take that first step towards recovering. Good luck.


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Wed 06 Feb 2019

got a friend in need? how to take care of yourself while caring for someone else

Bridie Verity Davies is a second year PhD student researching volcanic eruption styles, as well as the PGR rep on the Athena Swann committee in ENV and part of the graduate affairs committee. "It is really important to me that we open up the discussion around mental health - this issue comes up a lot through my work with these committees and we need to do more to tackle it in academia. In April I will be running the Norwich City Half Marathon for Mind - to find out more feel free to check out my JustGiving page."

UEA Student Support ServicesMany of us have friends or colleagues who have experienced, or are living with a mental health condition. More and more we are opening up about mental health - and that is undoubtedly a good thing. Opening up and ending the stigma is key to breaking the cycle. Therefore, if someone opens up to me about a mental health issue, I will do everything I can to help them (as I am sure many of us would).

One thing I have learnt over the years, however, is that this isn't easy. If a friend is experiencing a mental health crisis you can feel helpless, or afraid that you are going to do or say the wrong thing - depending on the nature of the crisis this can feel like holding the life of a loved one in your (at times shaky) hands.

At times like these your energy is focused on helping that person survive, feel cared for and give them some hope with which to move forward - even if you don't fully understand the underlying issues behind their current condition. Your energy is not focused on taking care of yourself.

It feels selfish to think of your own needs when someone else is suffering, but you can't offer support if you are mentally and physically drained yourself. It is important to make sure you aren't putting yourself in (physical or mental) harm's way as you navigate the tricky field of supporting someone experiencing a mental health crisis.

For me, this took the form of making a few key decisions and really listening to what my friends/colleagues were telling me. This will be different for everyone but the following are a few things I found helped me through:

1. Do some research - no mental health issue is the same, but if your friend/colleague has a specific diagnosed condition (that they have expressly told you about) then looking up some of the technical details can give you a basis from which to approach the situation. This can help if their behaviour is upsetting - it's not you or them, it is their condition.

2. Listen to what they are telling you - paired with number 1 (and just as, if not more important) it's tricky to balance your desire for them to be happy with ensuring you don't invalidate their feelings, this will be easier if you are really hearing what they are saying.

3. Decide what the line is. At what point is it too much for you? My decision was that I would rather know everything even if I didn't like it, but this will not apply to everyone. Know the limits of what you can handle and if things cross that line it is perfectly ok to say you need a break – which leads onto tip 4...

UEA supervisor support4. Seek help if you need it - charities such as Mind have pages dedicated to helping those supporting others, with specific advice for different diagnoses. Talking to another friend or colleague about what is going on may feel like a betrayal of trust, but you don't have to give specifics. Just telling someone you're having a tough time supporting a friend can sometimes be enough to alleviate the strain.

5. Talk to your supervisor - if you are struggling because of what you are hearing from a loved one or colleague, your supervisor (or co-supervisor) may need to know. Deadlines or meetings can be an additional stress when you are preoccupied. For me, telling my supervisor why I would be leaving early for the weekend made me feel less guilty about the missed work hours. Most supervisors will be sympathetic.

6. Acknowledge your own feelings - if your brain is in a muddle and can't focus because of what you are hearing you don't have to push on with work, it won't be productive and it won't help your wellbeing. Go home early, take a nap, blow off some steam at the gym, binge-watch your favourite show. Taking a short break will help you to reset and head off a burnout.

7. Remember you aren't a trained professional - At the end of the day, you aren't supposed to be an expert, and things you say or do may miss the mark occasionally. Learn from this but don't carry that weight on your shoulders. You are trying your best, and sometimes being kind and offering a hug is all you can offer. Whoever it is will appreciate this - even if they aren't in a space where they can tell you that.

Support networks are key for those suffering from mental health issues as well as those who surround them. By keeping communication open and honest we can all take better care of each other and ourselves. Supporting someone through a tough time can be hard but remember that we are all doing our best to try and muddle through.

These tips stem from my personal reflections on my own experiences - please seek advice if you are concerned for the wellbeing of yourself or someone else.

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