Doing a doctorate in India comes with specific challenges that have a gigantic effect on the mental well-being of PhD candidates. Deadline pressure to deliver unique research with strict timelines has the potential to foster feelings of insufficiency and self-doubt, resulting in anxiety and depression (Parveen et al., 2025). Loneliness is another significant stressor for Indian PhD students, with academic research also being an isolating experience. Struggling to relate to colleagues or teachers, combined with cultural differences and language barriers for international students, can reinforce estrangement (Newlands et al., 2025).
Loneliness discourages students from asking for assistance, making their mental health problems even worse. Supervisory dynamics also play a role; unavailable or critical supervisors will tend to heighten stress and contribute to burnout, while supportive supervisors allow for improved mental health results (Parveen et al., 2025). Financial hardship compounds the issue as well, inserting uncertainty into the project completion and stress (Parveen et al., 2025). Harsh institutional policies also tend to restrict access to mental health services, and the majority of the candidates are forced to deal with severe stressors that compromise their health.
Psychological Coping Resources
1.1. Theoretical Constructs of Resilience
Investigating resilience in doctoral study identifies intricate theoretical models showing how students cope with adversity and remain mentally healthy. Bronfenbrenner’s ecological systems theory underlines how individuals are shaped by layers of environment from interpersonal to societal environments, and how the dynamic between personality types and larger settings comes into play in seeing resilience (Xu et al., 2024).
Several factors construct resilience among Ph.D. students. Self-esteem and adaptive coping, as personal attributes, are highly significant in handling academic challenges. Positive coping skills, including social support and exercising personal agency, are highly influential in resilience and overall health (Wu, 2022). Resilience also develops and accumulates over time following exposure to peers, mentors, and family members (Wu, 2022).
Protective factors also play a major role in resilience, like situations or characteristics that facilitate continuous adversity. Care-giving relationships and health identity are crucial resilience protective factors for PhD students (Gautam et al., 2024). Furthermore, support systems within institutions can play a major role in resilience through the presence of resources for student well-being during their academic life (Task Force on Student Mental Health and Well-being, 2018, pages 36-40). Knowledge of these systems educates stakeholders to enable PhD students to effectively manage their academic work.
1.2. Coping Strategies and Effectiveness
Coping abilities play a central role in enabling doctoral students to enable them to cope with the distinctive stress and resistance involved in their learning. It may be broadly divided into two categories: emotion-focused and problem-focused strategies. Strategies that fall under emotion-focused skills include activities like self-care and mindfulness, which assist students in modulating their emotional reactions to stressful stimuli. Physical exercise has been proven to enhance mood and eliminate extreme anxiety, particularly in international students settling into new environments (Chennamsetti & Khawaja, 2023, pages 1-5).
Furthermore, having close social relationships with others serves as an effective coping strategy through offering emotional support at a time of hardship. Problem-focused coping, however, takes care of the stress caused by starting practical adjustments. It may involve acquiring efficient time management techniques that allow the students to manage their time more effectively and set priorities in a way that reduces feelings of stress. Developing rich academic timelines has the potential to promote a more equitable mode of conducting research work with space for self-care activities (Career Exploration and Preparation – Berkeley Graduate Division, 2025).
In addition, developing resilience from academic as well as social support mechanisms is important for the mental health of students, providing them with resources to cope with the overwhelming landscape of doctoral study. Studies highlight that these coping strategies not only build individual resilience but also foster a climate that promotes healthy mental well-being among PhD students (Xu et al., 2024). Consistent use of such mechanisms reduces the impact of anxiety and burnout, usually experienced by individuals undertaking a PhD.
2. Social Support Systems
2.1. Peer Support in Coping with Challenges
Peer support is also important for doctoral students who are troubled in their academic existence, especially psychologically. Based on empirical evidence, most PhD students go through abnormal stress, anxiety, and isolation because of the special demands placed upon them (Newlands et al., 2025). Peer support is an important informal means of fighting against these problems, promoting bonding and sympathy, where students can freely speak about problems without stigma. It has been shown in studies that positive peer relationships can promote well-being by decreasing competitive stress within academic settings (Xu et al., 2024). Such rapport increases resilience, enabling students to share coping methods and knowledge from their diverse backgrounds.
Being part of supportive peer networks has been related to decreased stress levels and increased research activity, showing the role of real connection for mental health and academic achievement (Parveen et al., 2025). Furthermore, peer support is particularly suitable for mixed groups of functional needs. International students and underrepresented students are at ease with peers sharing the same system or cultural problems (Newlands et al., 2025). Good peer networks would significantly augment well-being among doctoral candidates as they fill in the deficits offered by conventional support systems.
Read More: Peer Connections and the Psychology of Belonging in Youth
2.2. Faculty Guidance and Mentorship
The interaction between PhD students and university supervisors has a direct impact on PhD students’ mental well-being. Good supervision creates an environment that is less stressful and fosters academic engagement. Evidence in Parveen et al. (2025) indicates that prompt feedback and encouragement by the supervisors enhances motivation and consolidates academic identities. “Having someone who believes in my work has made all the difference,” one student said, demonstrating the influence of mentorship in confidence-building.
Successful supervisory relationships incorporate learning and understanding of students’ barriers, frequently the work of institutional rules or demanding competitiveness, as discussed in Xu et al. (2024). Teachers offering clear instruction but freedom of action promote good mental health in students. Overloads, conversely, are stressful. Secondly, research indicates training the teachers to identify student signs of distress. The majority of teachers voice a professional call for training that equips them with mental health support competencies. As per quotes in Greenberg (2025), they get empowered with the support strategies. By building a setting where empathy is considered, institutions realise well-being and success among doctoral students.
Read More: The Importance of Guidance and Counselling in Adolescents’ Life
3. Institutional Resources and Policies
3.1. Support Services Provided by Universities
Universities have an essential role to play in upholding the psychological health of PhD students through vital amenities such as counselling centres and peer support programs. These amenities are vital in facilitating students who experience stress or anxiety due to the rigours of their work, as documented in Parveen et al. (2025). Ambiguous guidance may trigger overwork; thus, having counselling on hand is vital for managing pressures. Additionally, universities organise wellness workshops and training programs aimed at imparting resilience and coping mechanisms to students.
Time management and stress management workshops enable students to manage doctoral studies effectively, promoting overall well-being (Xu et al., 2024). Policies in institutions that favour collaborative settings through group projects optimise candidates’ experiences. Students engaged in group research have higher peer and supervisor support, with lower levels of anxiety and better performance, as outlined in Parveen et al. (2025).
In addition, developing a culture that emphasises mental health literacy is crucial. Efforts promoted by the Task Force on Student Mental Health at Johns Hopkins University concentrate on assessing resources at hand and promoting a caring climate (Task Force on Student Mental Health and Well-being, 2018, pages 6-10), enabling students to access help and develop resiliency.
3.2. Role of Institutional Culture in Student Well-Being
An enabling institutional environment is very important to the mental health of doctoral students. Research proves that an effective learning environment can play an important role in the prevention of stress as well as the resilience-building among this group (noted in Melnyk & Click, 2024). Mental health institutions offer an environment where the student is valued and thus void of loneliness and anxiety, which most students face due to strict academic demands.
This culture is required, and leadership plays an active role in building it; faculty and administrators are encouraged to set the pace and take part in well-being programs themselves (as presented by Melnyk & Click, 2024). In the same manner, open communication regarding available resources is also essential. The majority of the students have no idea what mental health services their schools offer and, as such, might not receive help when necessary (for further information, see Task Force on Student Mental Health and Well-being, 2018, pages 16-20).
Instituting training programs for improving faculty and staff awareness of mental health helps foster recognition of student difficulties and continues to build a culture of care (as suggested in Task Force on Student Mental Health and Well-being, 2018, pages 46-50). The relevance of institutional policy cannot be disregarded. Student-centred policies with open avenues for grievance, equitable access to resources, and student empowerment are required to ensure a positive environment (entailed in Parveen et al., 2025). Collaborative study environments promote well-being through support from peers and stress reduction in unsupported or single study environments. Thus, institutions must strive for academic success but also for friendly learning spaces where the mental health of the students matters most to them.
Read More: Gamified Mental Health Interventions: Community Engagement Through Design
4. Individual Resources and Self-Care Strategies
4.1. Time Management and Organisational Skills
PhD students must strengthen their time management and organisational skills as they navigate the rigorous environment of PhD study. Inefficient time management can result in escalating levels of stress and anxiety, as one attempts to balance research, coursework, and personal responsibilities. To fight such setbacks, doctoral applicants need to possess a proper planning strategy.
Establishing a suitable timeline that links academic deadlines with professional development goals allows students to remain focused and effectively prioritise their work (as cited in Career Exploration and Preparation – Berkeley Graduate Division, 2025). Additionally, the use of computer-based tools like calendars or project management programs can greatly enhance organisation and facilitate easy monitoring of progress on several tasks. Having quantifiable and defined goals for both long-term and short-term goals keeps one interested throughout the process of earning a doctorate.
As argued in Xu et al. (2024), self-efficacy and motivation are closely related to good time management; people who believe they are masters of time are likely to report more well-being. Moreover, the inclusion of a routine review session in one’s timetable provides for thinking about success and also the adjustments that need to be made in goals. This adaptive approach builds resistance towards any obstacles that may be encountered on the way towards research (as elaborated in Parveen et al., 2025). By fine-tuning these basic skills, PhD students can achieve a better-balanced academic life that not only maximises productivity but also enhances mental well-being.
4.2. Consciousness of Mental Health and Self-Care Habits
Promoting awareness and prioritising mental health among doctoral students is vital for establishing a learning environment that is conducive and supportive. Assessing mental well-being involves a clear distinction between being mentally sick and generally being well. Increased awareness can be the basis for better coping strategies; research has shown that better mental health has a positive association with better academic performance and a reduction in harmful behaviours (Gautam et al., 2024). Self-care habits are at the vanguard of mental wellness promotion.
Mindfulness, organised physical exercise, and successful time management practice can act as buffers for stress and enhance resilience. Constant reflection allows students to identify possible triggers that may result in burnout or stress. Further, setting a planned schedule with sections left out from academic strain mitigates exhaustion that often accompanies research endeavours (Xu et al., 2024).
Institutional environments can play a role in fostering these self-care practices by offering workshops and resources for mental health education and self-care processes. The formation of support groups among colleagues can also offer venues where doctoral students are relaxed to share their experiences and mental health issues (Gautam et al., 2024). Finally, creating a culture in which mental well-being is a priority will complement the overall learning process for PhD students.
Read More: Simple Self-Care Habits That Boost Your Mental Health
5. Case Studies: Success Stories Among Indian PhD Students
5.1. Individual Resilience Narratives
Resilience narratives among Indian PhD students yield a rich tapestry of information about their experiences during the doctorate process. A very critical case in point is one student who was confronted with great challenges, cultural displacement and the weight of academic expectations. The student was initially weighed down by these, and instead found shelter in support networks, such as friends and other researchers, to endure these adversities.
Such unity was important in the nurturing of resilience, as shared experiences would likely evoke a sense of belongingness and collective perception. Along the way, this student navigated several stages of resilience. The first was struggling with feelings of aloneness and self-doubt, particularly about important academic achievements. But with introspection and positive feedback from guides, they started to redefine their self-perception and scholarly identity.
The second phase was that of flexibility; access to resources in the community enabled the student to incorporate new coping mechanisms, such as mindfulness techniques and efficient time management. Also, engagement in academic workshops geared towards the improvement of research skills helped enhance their coping ability.
Being actively engaged in accessing the support of the institution—counselling services, for example- the student reacted to their mental well-being actively. Lastly, this account strives to emphasise that resilience is not only inherent but instead a process, which arises from interactions with peers, mentors, and the wider institutional environment, a thread which is discussed in research on mental health issues amongst PhD students (as emphasised in Wu, 2022).
5.2. Coping Strategies Brought About by Community Engagement
Involvement in community networks is highly essential in boosting the coping abilities of doctoral students, especially in dealing with academic as well as emotional challenges. Being part of a support group provides a sense of belongingness essential to one’s mental health. Peer groups usually occur spontaneously in institutions of learning and serve as essential support mechanisms.
Such networks facilitate the sharing of coping mechanisms and success stories of overcoming common obstacles, thus creating resilience among the students. The international graduate students are found to be more at ease and nurtured in peer groups than in formal institutional avenues, as per a study by Haque and Haque, exemplifying social relations’ role in eliminating stress (Haque, 2024).
In addition, communal activities like shared workshops, joint research work, and social activities can foster emotional resilience among students through cooperative learning and team building. The research work of Iwuagwu among foreign doctoral students who are non-traditional indicates that establishing such support communities not only reduces stress but also generates outstanding coping mechanisms required in the course of studies (Iwuagwu, 2024, pages 11-15).
Involvement in outreach programs or community-based activities enables doctoral students to get their educational endeavours into perspective. It helps them realise they are not alone in their struggles and reduces feelings of isolation and maximises their general coping capacity concerning the stress involved in pursuing a PhD. By and large, positive engagement with supporting communities offers invaluable emotional as well as practical support that further helps PhD students cope with stress by a considerable margin.
6. Conclusion: Summary of Key Findings and Recommendations for Future Research
The current research on the mental health of Indian doctoral students highlights the radical influence of supervisory behaviour on their well-being. Positive and flexible supervisory approaches are essential in fostering resilience and stress reduction. As per Parveen et al. (2025), Indian PhD students face specific cultural and institutional issues, which require certain support systems.
Social support networks, such as peer networks and faculty mentoring, significantly decrease isolation and distress among doctoral students, as recorded by Xu et al. (2024). Institutional spaces need to be given priority, with such support networks leading the way. In addition, there are insufficient mental health resources available for PhD students.
Educational institutions must create comprehensive wellness programs addressing psychological needs and practical skills such as time management. Creating a supportive culture is critical to the well-being of students. Longitudinal examinations of mental health during key doctoral career turning points, especially with contingencies like the COVID-19 pandemic in view, need to be the focus of future work. More qualitative research within differing Indian educational environments may render findings clearer and more usable, ultimately resulting in improved resilience and learning performance among students.
Read More: Understanding Mindfulness-Based Stress Reduction (MBSR)
Frequently Asked Questions
1. How can family expectations impact the mental health of Indian PhD students?
High parental expectations for academic success can intensify pressure, especially in traditional households. This often leads to guilt, stress, and reduced self-worth when students struggle or consider alternative career paths.
2. What role does gender play in the mental health of PhD students in India?
Women often face added stress due to societal expectations, safety concerns, and balancing domestic responsibilities. This gendered burden can hinder academic progress and increase emotional fatigue.
3. How do caste or socio-economic backgrounds affect mental well-being during a PhD?
Marginalised students may encounter systemic biases, exclusion, or financial instability. These factors contribute to chronic stress, reduced confidence, and limited access to academic and emotional support.
4. Are Indian PhD students aware of their mental health rights and resources?
Many students remain unaware of available mental health services or how to access them due to poor institutional communication and stigma, limiting their ability to seek timely support.
5. What impact does academic competition have on students’ coping abilities?
Toxic competitiveness often discourages collaboration and heightens self-doubt. It undermines peer support systems, leading to increased isolation and burnout among doctoral candidates.
6. Can spirituality or religious practices help Indian PhD students cope?
Yes. Many students find comfort in spiritual practices like meditation, prayer, or rituals, which help manage anxiety, provide routine, and foster emotional resilience.
References +
Wendan Xu, Yingxiu Li, Ronnel B. King, Junjun Chen. (2024). The Well-Being of Doctoral Students in Education: An Ecological Systems Perspective. https://www.mdpi.com/2076-328X/14/10/929
Fiona Newlands, Tanvi Markan, Isabelle Pomfret, Emily Davey, Tom King. (2025). “ A PhD is just going to somehow break you”: A qualitative study exploring the role of peer support for doctoral students. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0325726
Suhalia Parveen, Juhi Yasmeen, Mohd Ajmal, Md. Tauseef Qamar, Shahab Saquib Sohail, Dag Øivind Madsen. (2025). Unpacking the doctoral journey in India: Supervision, social support, and institutional factors influencing mental health and research engagement. https://www.sciencedirect.com/science/article/pii/S2590291125000099
Shiv Gautam, Akhilesh Jain, Jigneshchandra Chaudhary, Manaswi Gautam, Manisha Gaur. (2024). Concept of mental health and mental well-being, it’s determinants and coping strategies. https://pmc.ncbi.nlm.nih.gov/articles/PMC10911315/
Bernadette Mazurek Melnyk, Elizabeth R. Click. (2024). Creating and Sustaining Wellness Cultures for Faculty, Staff, and Students to Thrive. https://www.higheredtoday.org/2024/05/13/wellness-cultures-for-student-success/
Task Force on Student Mental Health and Well-being. (2018). https://provost.jhu.edu/wp-content/uploads/2018/02/Task-Force-on-Student-Mental-Health-and-Well-being-Final-Report.pdf
Md Rejaul Haque. (2024). Mental Health Challenges and Resilience Among International Graduate Students in the United States. https://cornerstone.lib.mnsu.edu/etds/1476/
Susan H. Greenberg. (2025). Training faculty to help students in mental distress. https://www.insidehighered.com/news/faculty-issues/2022/12/12/training-faculty-help-students-mental-distress
Wu. Xinxin. (2022). Frontiers | Tears and cheers: A narrative inquiry of a doctoral student’s resilience in study abroad. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1071674/full
Prashanti Chennamsetti, Nigar G. Khawaja. (2023). Coping Strategies Used by Indian International Students to Overcome Transitional Challenges in the United States. https://digitalcommons.lib.uconn.edu/cgi/viewcontent.cgi?article=1425&context=jcihe
Career Exploration and Preparation – Berkeley Graduate Division. (2025). https://grad.berkeley.edu/students/gradpro/guide/career-preparation/
Ndidi Patience Iwuagwu. (2024). STRESS AND COPING MECHANISMS OF NON-TRADITIONAL INTERNATIONAL DOCTORAL STUDENTS. https://rdw.rowan.edu/cgi/viewcontent.cgi?article=4235&context=etd
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