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Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems

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Title: Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems
Language: English
Authors: Umaira Tabassum (ORCID 0009-0000-5800-271X), Amjad Islam Amjad (ORCID 0000-0002-4250-7526), Sarfraz Aslam (ORCID 0000-0001-7414-7572), Faiza Shafqat (ORCID 0009-0007-5509-7136), Sharareh Shahidi Hamedani (ORCID 0000-0003-1179-2202)
Source: European Journal of Education. 2025 60(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Inclusion, Universities, Foreign Countries, Stress Variables, Educational Researchers, Teacher Researchers, Novices, Teacher Responsibility, School Schedules, Publications, Research Projects, Cultural Influences, Barriers, Coping, Social Support Groups, Career Development
Geographic Terms: Pakistan
DOI: 10.1111/ejed.70111
ISSN: 0141-8211
1465-3435
Abstract: The institutional environment places high expectations on early-career researchers (ECRs), particularly when dealing with anti-stigma potential. The objective of the present study was to explore the mental health stigmas and the approach to getting work-life balance among young researchers in Pakistan's top-ranked universities. The design of the current qualitative research was phenomenology. Using purposive sampling, ten participants were selected from ten top-ranked universities in Pakistan per the QS ranking 2023. Data were collected with the help of a semi-structured interview protocol using online platforms like Zoom and WhatsApp. After transcribing the interview data, it was analysed using NVivo 12 Pro software. We found that stressors related to academic responsibilities, inflexible academic schedules, research publications, finding funded projects and cultural factors (family management, social health) were the leading stumbling blocks influencing the mental health of ECRs. Most ECRs followed self-driven stress coping strategies (physical activity, peer support). Institutional support was not witnessed to help ECRs manage these mental health challenges. We suggest universities develop a support system to help ECRs nullify the effect of personal, academic and cultural stressors and help them develop careers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472838
Database: ERIC
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  Value: <anid>AN0185619887;eje01jun.25;2025Jun04.02:57;v2.2.500</anid> <title id="AN0185619887-1">Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti‐Stigma Potentials of Institutional Support Systems </title> <p>The institutional environment places high expectations on early‐career researchers (ECRs), particularly when dealing with anti‐stigma potential. The objective of the present study was to explore the mental health stigmas and the approach to getting work‐life balance among young researchers in Pakistan's top‐ranked universities. The design of the current qualitative research was phenomenology. Using purposive sampling, ten participants were selected from ten top‐ranked universities in Pakistan per the QS ranking 2023. Data were collected with the help of a semi‐structured interview protocol using online platforms like Zoom and WhatsApp. After transcribing the interview data, it was analysed using NVivo 12 Pro software. We found that stressors related to academic responsibilities, inflexible academic schedules, research publications, finding funded projects and cultural factors (family management, social health) were the leading stumbling blocks influencing the mental health of ECRs. Most ECRs followed self‐driven stress coping strategies (physical activity, peer support). Institutional support was not witnessed to help ECRs manage these mental health challenges. We suggest universities develop a support system to help ECRs nullify the effect of personal, academic and cultural stressors and help them develop careers.</p> <p>Keywords: cultural stressors; early career researchers; mental health; well‐being; work‐life balance</p> <hd id="AN0185619887-2">Introduction</hd> <p>Work‐life balance and mental health are significant concerns for various professions worldwide (Ayar et al. [<reflink idref="bib12" id="ref1">12</reflink>]; Kotera et al. [<reflink idref="bib33" id="ref2">33</reflink>]). This confluence is especially relevant for early career researchers (ECR) in academia who want to get better positions in a competitive environment at the start of their professional careers (Jackman et al. [<reflink idref="bib28" id="ref3">28</reflink>]). The struggle extends beyond the demands of research and publication to personal well‐being, where work‐related stress frequently affects personal life and makes it difficult to distinguish between work‐related commitments and leisure time (Hill et al. [<reflink idref="bib25" id="ref4">25</reflink>]). These challenges have become more complex for ECRs in Pakistan due to a distinct blend of institutional, cultural, and economic elements that influence the academic environment (Iqbal [<reflink idref="bib27" id="ref5">27</reflink>]).</p> <p>Over the past few decades, Pakistan's higher education sector has experienced significant development (Amjad et al. [<reflink idref="bib7" id="ref6">7</reflink>]; Malik et al. [<reflink idref="bib34" id="ref7">34</reflink>]), as evidenced by an increase in the number of research institutes and an equally substantial increase in the number of ECRs (Habib et al. [<reflink idref="bib24" id="ref8">24</reflink>]). Although these researchers are at the heart of the nation's intellectual and scientific pursuits, they often face challenging circumstances (Abbas et al. [<reflink idref="bib2" id="ref9">2</reflink>]). Thus, there is a need to balance the demands of their developing professional identities with the pressure to perform well, find funding, write frequently and work for the reputation of their universities (Signoret et al. [<reflink idref="bib39" id="ref10">39</reflink>]).</p> <p>In addition to teaching, leadership, and information exchange, the university research environment has high standards for productivity and quality of work (Weinstein et al. [<reflink idref="bib44" id="ref11">44</reflink>]). In addition, it is also evident from the literature that ECRs face various additional mental stigmas due to society's emphasis on community and family responsibilities, which overlap with their academic responsibilities such as writing research, guiding students, teaching responsibilities, non‐academic tasks, finding funding, and pressure to publish in good journals that cause stressors among young researchers (Hjálmsdóttir et al. [<reflink idref="bib26" id="ref12">26</reflink>]). Due to the absence of a balancing act, these factors are causing mental health stigmas to the intellectual capital of ECRs, contributing to increased levels of stress and depression (Ward et al. [<reflink idref="bib43" id="ref13">43</reflink>]). Despite the urgency of these challenges, there is still a gap in the literature on the mental health of ECRs in Pakistan, especially when it comes to work‐life balance.</p> <p>After joining a research institute, ECRs face different stressors related to job responsibilities (Jensen et al. [<reflink idref="bib31" id="ref14">31</reflink>]). These stressors include the pressure to publish their research, secure project funding, and establish themselves in a competitive academic environment (Akkermans et al. [<reflink idref="bib4" id="ref15">4</reflink>]). Additionally, ECRs may also experience stress related to the expectations of their mentors or supervisors, who may have high standards and expectations for their work (Aarnikoivu et al. [<reflink idref="bib1" id="ref16">1</reflink>]). Their work's high standards and expectations can create a constant feeling of needing to meet or exceed them, adding to the overall stress level (Wright et al. [<reflink idref="bib46" id="ref17">46</reflink>]). Furthermore, ECRs also face stressors related to balancing their personal and professional lives, as research demands can often be time‐consuming and require extended working hours (Allen and Mehler [<reflink idref="bib5" id="ref18">5</reflink>]; Dufty‐Jones [<reflink idref="bib21" id="ref19">21</reflink>]). Besides, they have to teach, supervise, and guide their students. This added responsibility of teaching and mentoring students can increase ECRs' workload and stress levels. Additionally, they may face challenges in navigating complex administrative processes and expectations within their academic institutions, which can further contribute to their mental health (Browning et al. [<reflink idref="bib17" id="ref20">17</reflink>]).</p> <p>The study's core concerns involve maintaining work‐life balance and mental health problems among ECRs. It implies that how ECRs' mental health develops critically depends on the intricate links that exist between juggling the demands of one's profession, taking care of one's personal life, and having access to institutional support (Bosanquet et al. [<reflink idref="bib15" id="ref21">15</reflink>]; Tabbasam et al. [<reflink idref="bib42" id="ref22">42</reflink>]). The academic community frequently ignores the ECRs' attempts to balance their personal and work obligations. The intense and competitive nature of academia could unnecessarily impact a person's mental health (Spina et al. [<reflink idref="bib41" id="ref23">41</reflink>]).</p> <p>This balance is made even more challenging due to the social norms and institutional environment of Pakistan's educational institutions, which makes it more challenging to manage these conflicting demands. Therefore, it is crucial to understand the situation since it affects the academic ecosystem's vitality, capacity to retain talent, and capacity to foster innovation and the productivity and well‐being of young researchers. We designed the current qualitative study to gain a deeper understanding of the phenomena, considering the importance of understanding the challenges related to mental health stigmas and work‐life balance among ECRs. The objective of the study is to explore the experiences and perceptions of ECRs in Pakistan about their mental health challenges and work‐life balance.</p> <hd id="AN0185619887-3">Research Questions</hd> <p></p> <ulist> <item> What are the experiences of ECRs in Pakistan in managing work‐life balance?</item> <p></p> <item> How do these experiences influence their mental health and overall well‐being?</item> </ulist> <hd id="AN0185619887-4">Review of the Literature</hd> <p></p> <hd id="AN0185619887-5">Mental Health and Institutional Support</hd> <p>The literature supports that the theory of stigma management communication is vital to identify and categorise the communication tactics and support system to mitigate the effect of stigma (Smith and Bishop [<reflink idref="bib40" id="ref24">40</reflink>]). Implying stigma management theory, institutional support plays a crucial role in shaping the work environment and promoting the mental well‐being of ECRs by developing communication tactics to nullify young researchers' mental health stigmas (Jamali et al. [<reflink idref="bib30" id="ref25">30</reflink>]; O'Shay‐Wallace [<reflink idref="bib37" id="ref26">37</reflink>]). There has been a growing recognition in the literature of higher education institutions' importance in providing physical and psychological support to researchers during the early stages of their professional development (Ariza‐Montes et al. [<reflink idref="bib11" id="ref27">11</reflink>]). According to a study conducted by Grant et al. ([<reflink idref="bib23" id="ref28">23</reflink>]), ECRs exhibited an increased vulnerability to mental health stigma compared to individuals with similar levels of education, suggesting a connection to the distinctive pressures inherent in the academic setting. According to Baker et al. ([<reflink idref="bib13" id="ref29">13</reflink>]), educational institutions that establish a conducive environment by promoting effective communication, providing easily accessible mental health resources and acknowledging accomplishments have been found to alleviate these forms of stress. Furthermore, mentoring programs have shown significant positive effects on the mental well‐being of ECRs as a protective measure against the feelings of solitude and stress commonly experienced in academic settings (Jamali et al. [<reflink idref="bib29" id="ref30">29</reflink>]).</p> <p>There is significant variation in the level and type of support institutions provide, resulting in conflicting effects on the mental well‐being of ECRs (Yağan et al. [<reflink idref="bib47" id="ref31">47</reflink>]). However, several anti‐stigmatisation techniques, such as informing ECRs about their initial roles, responsibilities and realities, are helpful. These anti‐stigma tactics help them reduce stress (Negarandeh et al. [<reflink idref="bib36" id="ref32">36</reflink>]; Wittmann et al. [<reflink idref="bib45" id="ref33">45</reflink>]). In this regard, several universities have implemented extensive wellness programs; others are falling behind, resulting in ECRs having to navigate the academic environment with limited support (Mula‐Falcón and Caballero [<reflink idref="bib35" id="ref34">35</reflink>]). Research has shown an association between lack of support and higher rates of anxiety and depression among ECRs (Andrews et al. [<reflink idref="bib9" id="ref35">9</reflink>]). Moreover, the intricate bureaucratic structures and frequently impersonal characteristics of support systems within institutions can potentially intensify the mental health stigma experienced by ECRs, resulting in a paradoxical situation in which particular mechanisms intended to alleviate stress inadvertently contribute to its exacerbation (Abbott [<reflink idref="bib3" id="ref36">3</reflink>]). This duality highlights the need to adopt a comprehensive strategy to provide institutional support with anti‐stigma techniques, placing emphasis not only on the presence of mental health services but also on their accessibility and quality, with a particular focus on tailoring these resources to address the distinct requirements of ECRs (Christian et al. [<reflink idref="bib18" id="ref37">18</reflink>]).</p> <hd id="AN0185619887-6">Work‐Life Balance and Institutional Resources</hd> <p>According to Else ([<reflink idref="bib22" id="ref38">22</reflink>]), ECRs report high‐stress levels related to maintaining a healthy work‐life balance. Institutional resources, such as flexible schedules, healthcare facilities, and supportive leave policies, have played a crucial role in helping ECRs manage the requirements of their professional and personal lives (Zeinoun et al. [<reflink idref="bib48" id="ref39">48</reflink>]). ECRs' mental health depends on their ability to maintain a healthy work‐life balance, boosting their productivity and job satisfaction (da Silva [<reflink idref="bib19" id="ref40">19</reflink>]). Despite these extensively reported advantages, many ECRs report feeling unsupported in their efforts to balance their dual roles. According to Basak and Govender ([<reflink idref="bib14" id="ref41">14</reflink>]), employment retention and satisfaction for ECRs increase significantly when institutions provide tools that specifically address the unique work‐life challenges experienced by ECRs.</p> <hd id="AN0185619887-7">Cultural Stressors and Societal Norms</hd> <p>The mental health and work‐life balance of ECRs are significantly impacted by cultural pressures and social norms, which frequently shape their academic careers and decisions (Grant et al. [<reflink idref="bib23" id="ref42">23</reflink>]). ECRs working in societies with inflexible work‐hour expectations and a strong emphasis on job responsibilities can have significant challenges in achieving a satisfactory balance between their work and personal lives (Allen and Mehler [<reflink idref="bib6" id="ref43">6</reflink>]). The existing body of literature emphasises that cultural norms about gender roles can affect ECRs differently, particularly female researchers who encounter additional constraints due to societal expectations around family obligations (Wright et al. [<reflink idref="bib46" id="ref44">46</reflink>]). The interaction between academic demands and social norms could give rise to circumstances less favourable for mental well‐being, resulting in a greater prevalence of stress and burnout among ECRs (Habib et al. [<reflink idref="bib24" id="ref45">24</reflink>]). These findings highlight the need for culturally sensitive institutional policies that recognise and mitigate the unique stressors ECRs face in diverse cultural contexts.</p> <hd id="AN0185619887-8">Professional Development Stressors</hd> <p>Opportunities for career advancement are vital for ECRs' professional development and significantly affect their work‐life balance and mental health (Jordan et al. [<reflink idref="bib32" id="ref46">32</reflink>]). ECRs with access to networking, mentoring, and training programs may feel more in charge of their careers and make advancements, all of which are important for mental health (Debowski [<reflink idref="bib20" id="ref47">20</reflink>]). On the other hand, stress and uncertainty have been linked to a lack of specific directions for progress and recognition, which adds to the stress that ECRs face (Aprile et al. [<reflink idref="bib10" id="ref48">10</reflink>]). Development in one's career is not only a responsibility of the individual researcher; the institution's environment also plays a role. Organisations that acknowledge the intricate nature of academic positions and provide explicit, attainable progression models can significantly reduce the burden on ECRs, promoting a better work‐life balance and reducing the likelihood of stress (Amjad et al. [<reflink idref="bib8" id="ref49">8</reflink>]; Mula‐Falcón and Caballero [<reflink idref="bib35" id="ref50">35</reflink>]). To assist ECRs' long‐term mental health and work‐life balance it is essential to critically assess how institutional structures and their career development needs coincide.</p> <hd id="AN0185619887-9">Methods</hd> <p>The research philosophy supporting this study is interpretivism, as it helped researchers to understand the subjective reality related to the lived experiences of ECRs in Pakistan by highlighting the various interpretations and meanings that individuals attribute to their experiences of establishing work‐life balance. Understanding mental health stigma and well‐being is a very personal and culturally diverse problem, making aligning this philosophy with the qualitative, phenomenological method particularly relevant. The respondents are ECRs from different provinces of Pakistan; therefore, using an interpretive and phenomenological approach is justified because it allows researchers to delve deeper into other aspects of human experience, and the findings are placed in the unique socio‐cultural context of Pakistan. The authors used this research philosophy and approach to understand the phenomenon better. This philosophy and qualitative approach argue against a positivist approach that seeks objective truths detached from the lived realities of ECRs by claiming that subjective experiences of work‐life balance and its influence on mental health cannot be quantified but must be interpreted through the lens of those experiencing them. This philosophical approach supports the argument that ECRs narratives, shaped by their own social, cultural, and personal environments, provide a unique insight into their experiences.</p> <hd id="AN0185619887-10">Research Design</hd> <p>The focus of the current study was to get a broader picture by exploring the lived experiences of ECRs in Pakistan. Therefore, we followed the phenomenology research design. The phenomenology research design allows an in‐depth exploration of individuals' subjective experiences and perspectives. By adopting this approach, we aimed to capture the essence of the lived experiences of ECRs in Pakistan, providing valuable insight into their unique challenges and aspirations. Phenomenology helped us find themes in the stories of ECRs, such as how hard it is to get funding and resources, how much pressure they face to publish in prestigious journals, and how much they want mentorship and opportunities to grow in their careers. Status of institutional support and resources to cope with this stress, the role of cultural expectations, and a work‐life balance. These themes shed light on the specific challenges and motivations faced by ECRs in Pakistan's academic landscape, highlighting the need for targeted support and interventions to enhance their professional growth and success.</p> <hd id="AN0185619887-11">Participants</hd> <p>The study participants were the ECRs working in Pakistan's top ten universities (QS ranking 2023) in Islamabad, Peshawar, Lahore, and Faisalabad (Pakiology, [<reflink idref="bib38" id="ref51">38</reflink>]). The selection criteria were designed for ECRs to be included in the present study. Only participants who worked in a contract or tenure‐track system in these universities and had experience of less than three years were selected. A participant from each university was chosen using the purpose‐sampling technique to meet the criteria. Overall, 10 ECRs participated in the present study, and their demographic information is provided in Table 1.</p> <p>1 TABLE Demographic information of study participants.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Sr No</th><th align="center">Names<xref ref-type="fn" rid="tfn1" /></th><th align="center">Gender</th><th align="center">University</th><th align="center">Major</th><th align="center">University ranking</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">Asim</td><td align="center">Male</td><td align="center">National University of Sciences and Technology (NUST)</td><td align="center">Software Engineering</td><td align="center">1st</td></tr><tr><td align="left">2</td><td align="center">Ayesha</td><td align="center">Female</td><td align="center">Quaid‐i‐Azam University</td><td align="center">Biological Sciences</td><td align="center">2nd</td></tr><tr><td align="left">3</td><td align="center">Saba</td><td align="center">Female</td><td align="center">Pakistan Institute of Engineering and Applied Sciences (PIEAS)</td><td align="center">Chemistry</td><td align="center">3rd</td></tr><tr><td align="left">4</td><td align="center">Bilal</td><td align="center">Male</td><td align="center">Lahore University of Management Sciences (LUMS)</td><td align="center">Linguistics</td><td align="center">4th</td></tr><tr><td align="left">5</td><td align="center">Nabeel</td><td align="center">Male</td><td align="center">University of Engineering and Technology (UET) Lahore</td><td align="center">Engineering</td><td align="center">5th</td></tr><tr><td align="left">6</td><td align="center">Zara</td><td align="center">Female</td><td align="center">University of Peshawar</td><td align="center">Environmental Sciences</td><td align="center">6th</td></tr><tr><td align="left">7</td><td align="center">Ali</td><td align="center">Male</td><td align="center">University of Punjab</td><td align="center">Education</td><td align="center">7th</td></tr><tr><td align="left">8</td><td align="center">Fatima</td><td align="center">Female</td><td align="center">COMSATS University Islamabad</td><td align="center">Mathematics</td><td align="center">8th</td></tr><tr><td align="left">9</td><td align="center">Noor</td><td align="center">Female</td><td align="center">The University of Lahore</td><td align="center">Economics</td><td align="center">9th</td></tr><tr><td align="left">10</td><td align="center">Samina</td><td align="center">Female</td><td align="center">University of Agriculture</td><td align="center">Horticultural Sciences</td><td align="center">10th</td></tr></tbody></table> </ephtml> </p> <p>1 a Pseudonyms.</p> <p>Of the ten ECRs, six were women and four were men. They were from a variety of academic and cultural backgrounds. Their major shows that they were selected from various fields to ensure the diverse opinions of ECRs were received.</p> <hd id="AN0185619887-12">Measure</hd> <p>To collect data from ECRs, we developed an interview guide. The semi‐structured interview was used as a data collection tool. The responses of the ECRs were measured against the objective and research question of the study using sample questions like 'Can you describe the types of stress you encounter in your role and how do these stressors affect your day‐to‐day work?' and 'Can you share any experience where institutional support positively or negatively affected your ability to maintain work‐life balance?' The interview questions were shared with three research experts to ensure the questions' relevance to the study's objective. Initially, we developed 11 interview questions, but after the experts' feedback, we reduced it to eight and refined the structure and language of the sentences.</p> <hd id="AN0185619887-13">Data Collection</hd> <p>Participants were approached using online platforms. After deciding on the time and suitability of the online App for respondents, the first author conducted interviews online. After giving informed consent, platforms like Zoom and WhatsApp were used for the interviews. Considering Islamic beliefs and cultural values, all interviews were audio recorded with the permission of the interviewees. The first author conducted interviews; the other authors transcribed and validated transcriptions from audio recordings.</p> <hd id="AN0185619887-14">Data Analysis</hd> <p>After transcribing the data, we used NVivo 12 Pro software for analysis. For thematic data analysis, we followed the six‐stage analysis guide presented by Braun and Clarke ([<reflink idref="bib16" id="ref52">16</reflink>]). The themes emerged from the data collected from ten participants. These themes and related quotations are interpreted in the results section.</p> <hd id="AN0185619887-15">Research Ethics</hd> <p>Research ethics becomes vital when humans are involved. The present study was conducted on ECRs selected from the top‐ranked universities of Pakistan. Hence, we uphold the principles of respect, beneficence, and justice. Respect was ensured by obtaining informed consent, where participants were briefed on the aim, methods, potential impacts, and their rights, including confidentiality, anonymity, and the option of withdrawing from the study process. Beneficence is addressed by protecting participants against emotional distress, particularly given the sensitive nature of mental health discussions and providing them with the resources if needed. Justice requires equitable participant selection, avoiding discrimination, and ensuring that study findings can benefit the ECRs community by informing policies that promote well‐being. Confidentiality was rigorously ensured, with data securely stored, and findings were reported using pseudonyms that prevented individual identification, thus maintaining the integrity of research and protecting the rights and well‐being of the participants.</p> <hd id="AN0185619887-16">Results</hd> <p>After transcribing the data, it was analysed following Braun and Clarke's six‐step guideline (Braun and Clarke [<reflink idref="bib16" id="ref53">16</reflink>]). From the data, we emerged leading themes that showed the participants' concerns about the imbalance between their work life and mental well‐being. The coding scheme is presented in Table 2.</p> <p>2 TABLE Coding scheme process.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Global theme</th><th align="center">Themes</th><th align="center">Codes</th><th align="center">Description</th><th align="center">Example quotes</th></tr></thead><tbody valign="top"><tr><td align="left">Managing work‐life balance and stressors for well‐being</td><td align="center">Stress and coping mechanism</td><td align="center">Stress factorsCoping strategies</td><td align="center">This theme explores the various stressors faced by ECRs and the strategies they employ to manage stress</td><td align="center">Navigating stress through adaptive coping strategies...</td></tr><tr><td align="center">Institutional support and resources</td><td align="center">University supportMental healthWork‐life balance</td><td align="center">This theme examines the extent and effectiveness of support systems and resources provided to ECRs by universities</td><td align="center">Leveraging university‐provided resources for well‐being...</td></tr><tr><td align="center">Role of cultural expectations</td><td align="center">Societal normsCultural pressure</td><td align="center">This theme explores how Pakistani social and cultural norms influence the work‐life balance of ECRs</td><td align="center">Cultural norms as a double‐edged sword...</td></tr><tr><td align="center">Impact of professional development</td><td align="center">Career advancementWork satisfaction</td><td align="center">This theme investigates how opportunities for professional development affect ECRs' mental health and overall well‐being</td><td align="center">Professional development intersecting with personal wellness</td></tr></tbody></table> </ephtml> </p> <p>The coding scheme in Table 2 provides the process of extraction of the relevant codes and themes from the interview data. The themes emerged under the global theme umbrella, formulated according to the study's objective and research question. We performed word frequency analysis during data analysis, and the word cloud is presented in Figure 1.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun25/ejed70111-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed70111-fig-0001.jpg" title="1 Word cloud of interview data." /> </p> <p></p> <p>When the thematic data analysis technique was used, the following themes emerged from the data.</p> <hd id="AN0185619887-18">Stress and Coping Mechanisms</hd> <p>The ECRs reported feeling stress often. Ayesha, an assistant professor in the biological sciences, pointed out a constant sense of stress associated with the expectation of gaining research funding and publishing results. 'The pressure to continually perform at the highest level, to secure the next grant or to get the next paper out is relentless', she said. Experiencing this is like 'Walking a tightrope with no net'. Most of the ECRs shared this perspective, saying that the pressure of producing quantifiable results from research has overshadowed the intellectual satisfaction of achievements.</p> <p>After data analysis, it was found that ECR coping techniques were highly varied. Asim found peace in his regular physical activity and other forms of exercise. 'I have set specific times throughout the day for various activities, and no matter how crazy things get, I always find time for physical activity. It clears my mind'. However, Saba, an ECR in chemistry, found comfort in the company of her peers through departmental peer support groups. 'Our weekly meetups are a space for us to express ourselves and share ideas for dealing with academic pressures', she said.</p> <p>However, not all coping strategies were helpful. Over half of the ECRs admitted to adopting and engaging in unproductive practices, including procrastination and working extended hours in the office. Another researcher, Bilal, revealed, 'Sometimes, I cope by pushing off work until it cannot be ignored, leading to prolonged work sessions that leave me exhausted'. The responses emphasised the need for better stress control training and resources that address the specific demands of higher education.</p> <p>The interview data revealed a nuanced picture of the stress situation of the ECRs and their attempts to navigate it. It became apparent that while individual strategies varied, a common theme was the desire for a more supportive working environment. In response to a question, Ayesha said: 'We need systemic changes that recognize and mitigate the sources of this stress, not just tips on how to cope with it'.</p> <p>She concluded, pointing to a gap between individual and institutional responsibilities in managing stress.</p> <hd id="AN0185619887-19">Institutional Support and Resources</hd> <p>The respondents consistently discussed the significant importance of institutional guidance in mitigating the challenges faced by ECRs. Saba, a chemist in the early stages of her career, expressed concerns about the insufficient availability of mental health support in her institution. She argued that 'We have no formal structure to address the mental health concerns of ECRs, which often leaves researchers struggling alone'. In contrast, Ali, an assistant professor of education, highlighted the positive impact of his university's allocation of resources toward professional development workshops. These workshops equipped him with valuable skills to effectively manage the various stressors associated with academic responsibilities.</p> <p>Unequal distribution of institutional resources often results in a division of experiences. Although specific individuals, such as Bilal, have benefited from the advantages of established mentorship programs that provide support and resources for managing stress, others, like Zara, a researcher in environmental sciences, have highlighted the need for more extensive support networks. Zara elaborated, 'Our institution lacks a structured mentorship approach, which makes navigating academic life more daunting'.</p> <hd id="AN0185619887-20">Role of Cultural Expectations</hd> <p>A central theme that emerged was the effect of cultural norms and societal expectations on the work‐life balance of the ECRs. Anthropologist Nabeel revealed that cultural responsibilities frequently interfered with his work schedule. He stated, 'There is an expectation to prioritize family events over work, but the semester's schedule is at odds with these societal challenges'. Fatima, a lecturer, supported this sentiment, emphasising the dual responsibilities of performing professionally while simultaneously upholding traditional gender roles at home.</p> <p>ECRs observed gender‐specific differences in how much pressure there was to comply with societal norms. Asim was stressed that he would excel academically as a breadwinner. At the same time, Samina, an ECR in the literature, struggled to balance her research work with the demands of caring for her family. She argued that 'the expectations of society for women to maintain a home life with a highly demanding academic career is a challenge that is often neglected'.</p> <hd id="AN0185619887-21">Impact on Professional Development</hd> <p>The concern about the link between mental health, work‐life balance, and professional development was shown to be prevalent among a considerable number of participants. According to Ali, a faculty member, the cumulative influence of stress negatively affects his level of engagement with his academic endeavours, resulting in a recurrent pattern of reduced productivity and increased self‐doubt. He expressed that a feedback loop exists in which the magnitude of stress experienced is directly related to the level of productivity, resulting in an intensification of pressure. According to Ayesha, an ECR, achieving an appropriate balance between work and personal life is paramount to cultivating her professional satisfaction and desire for career development.</p> <p>Asim discussed the enduring consequences of inadequate work‐life balance on career development. The individual expressed concern about the potential negative impacts on their prospects if they cannot achieve significant publications during the initial stages of their career. Noor, an ECR in economics, expressed the same point of view, highlighting the importance of institutional recognition of these challenges. She emphasised that universities must recognise the significant stress experienced by ECRs and its potential to hinder their professional journeys.</p> <hd id="AN0185619887-22">Discussion</hd> <p>The results of the current study are consistent with those of other studies, demonstrating the widespread nature of the stress experienced by ECRs in the academic community. Jamali et al. ([<reflink idref="bib30" id="ref54">30</reflink>]) agreed that institutional support is crucial for building a conducive work environment for ECRs, and the participants' emphasis on gaining financing and publishing reflects this. This finding is reflected in the works of Ariza‐Montes et al. ([<reflink idref="bib11" id="ref55">11</reflink>]), where the crucial role of higher education institutions in offering holistic support to researchers is highlighted. Baker et al. ([<reflink idref="bib13" id="ref56">13</reflink>]) found that individuals' coping strategies varied widely, from exercise to talking to friends, indicating a need for multifaceted institutional mechanisms that identify and respond to various individual needs.</p> <p>Andrews et al.'s ([<reflink idref="bib9" id="ref57">9</reflink>]) research indicates that ECRs experience mental health problems, but there is a variation in the quality of care provided between institutions, which might exacerbate these problems. Abbott's ([<reflink idref="bib3" id="ref58">3</reflink>]) analysis of the convoluted and frequently counterproductive structure of academic bureaucracy support networks highlights challenges. Due to the potential for such systems to unintentionally amplify stress, an identical strategy for reducing the effects of stress is unlikely to be effective. This calls for a fine‐tuned strategy, as advocated by Christian et al. ([<reflink idref="bib18" id="ref59">18</reflink>]), to increase the availability and quality of mental health services adapted to the specific difficulties faced by ECRs. These results have important implications, suggesting that while personal resilience is vital for dealing with stress, institutions must also change their policies and procedures to protect the mental health of ECRs better.</p> <p>The respondents' experiences support the literature's findings that institutional support positively affects the balance of work‐life balance and mental health (Else [<reflink idref="bib22" id="ref60">22</reflink>]; Zeinoun et al. [<reflink idref="bib48" id="ref61">48</reflink>]), highlighting the importance of this support in tackling the myriad of issues faced by ECRs. Different ECRs have different experiences due to inconsistent access to and quality of resources, including mental health assistance, professional development workshops, and structured mentorship programs. Existing structures help some ECRs while others face the daunting task of navigating the academic environment with inadequate support, highlighting the need for a comprehensive and systematic availability of resources that can cater to the diverse needs of ECRs (Basak and Govender [<reflink idref="bib14" id="ref62">14</reflink>]). Academic institutions should prioritise creating a culture that encourages a work‐life balance for ECRs, as the results of this study show that stress management efforts by ECRs individually are important but that institutional policies and resources are fundamental in improving ECRs' well‐being, productivity, and job satisfaction.</p> <p>The findings show how cultural norms and societal expectations significantly impact the ability of ECRs to manage work and personal life and how these external demands affect their mental and professional well‐being. Inflexible academic calendars conflict with the cultural urge to prioritise family functions, leading to increased stress, particularly for individuals who also follow traditional gender roles (Grant et al. [<reflink idref="bib23" id="ref63">23</reflink>]). The problem worsens with gender‐specific limitations, where female academics must balance their academic responsibilities with household expectations, while male researchers are driven to provide for their families (Wright et al. [<reflink idref="bib46" id="ref64">46</reflink>]). In addition to endangering work‐life balance, these social limitations also increase the risk of stress and burnout among ECRs (Allen and Mehler [<reflink idref="bib6" id="ref65">6</reflink>]; Habib et al. [<reflink idref="bib24" id="ref66">24</reflink>]). The implications of these findings highlight the pressing need for educational establishments to create and execute culturally aware policies that offer resources to help ECRs address the various cultural challenges they face. Such regulations are necessary to establish a work environment promoting ECRs' personal and professional development.</p> <p>The present study's findings highlight the complex interplay between ECRs' mental health, work‐life balance, and career advancement, with stress being a key contributor to lower levels of engagement and output. ECRs are already under immense stress, and this vicious cycle of stress and decreased productivity does not help matters (Jordan et al. [<reflink idref="bib32" id="ref67">32</reflink>]). Concerns about career prospects related to publication history and the need for institutional recognition of the challenges experienced by ECRs, whose stress can significantly impede their professional advancement, underscore the crucial importance of institutional assistance (Aprile et al. [<reflink idref="bib10" id="ref68">10</reflink>]). To reduce this stress, institutions must provide different development paths and acknowledge the varied nature of academic positions (Mula‐Falcón and Caballero [<reflink idref="bib35" id="ref69">35</reflink>]). These findings show that a conducive institutional environment, including suitable resources for career development, is crucial to promoting the mental health and work‐life balance of ECRs and enabling their professional development.</p> <hd id="AN0185619887-23">Conclusions</hd> <p>In the present study, the authors found that ECRs face substantial stress in Pakistan, underpinning the significant impact of stress on their mental health, work‐life balance, and professional development. The narratives of the ECRs reveal a persistent struggle to maintain high performance in the face of relentless pressure to secure funding and publish, with stress detrimental to their productivity and career satisfaction. Although individual coping strategies vary, some find solace in physical activity and peer support, while others resort to counterproductive practices such as procrastination. The data underscore a stark need for institutional support structures that provide resources and mentorship and recognise and adapt to the unique cultural and societal challenges that compound the stressors inherent in academic life. We advocate for systematic changes in educational institutions, emphasising the development of strategies that recognise the complex interplay between cultural expectations, mental health, and career development of ECRs to foster an environment where the professional development and well‐being of ECRs are equally prioritised and supported.</p> <hd id="AN0185619887-24">Recommendations</hd> <p>This study has significant implications for Pakistan's higher education policymakers and administrators, highlighting the urgency to establish comprehensive support structures to address the various mental health challenges and work‐life balance of ECRs. Universities should be encouraged to recognise the cultural and gender influences that affect ECRs, develop formal structures for mental health support, and provide resources for professional development. Evaluating the effectiveness of such institutional support mechanisms and investigating the long‐term effects on ECRs' career development and satisfaction are key areas for future study. Future researchers should also strive to understand the intricate differences in stress experiences between disciplines, genders, and cultural origins so that more personalised support techniques can be developed and implemented. There is also a need for comparative studies that can provide a worldwide perspective on the issues faced by ECRs, potentially leading to a more interdependent and supportive international academic community.</p> <hd id="AN0185619887-25">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0185619887-26">Data Availability Statement</hd> <p>The data supporting the findings of this study are available upon reasonable request to the corresponding author.</p> <ref id="AN0185619887-27"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref16" type="bt">1</bibl> <bibtext> Funding: The authors received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0185619887-28"> <title> References </title> <blist> <bibtext> Aarnikoivu, M., T. Nokkala, T. Siekkinen, K. Kuoppala, and E. Pekkola. 2019. " Working Outside Academia? Perceptions of Early‐Career, Fixed‐Term Researchers on Changing Careers." 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Frontiers in Psychiatry 11 : 492279. https://doi.org/10.3389/FPSYT.2020.00182.</bibtext> </blist> </ref> <aug> <p>By Umaira Tabassum; Amjad Islam Amjad; Sarfraz Aslam; Faiza Shafqat and Sharareh Shahidi Hamedani</p> <p>Reported by Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib12" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib33" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib28" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib27" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib34" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib24" firstref="ref8"></nolink> <nolink nlid="nl8" bibid="bib39" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib44" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib26" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib43" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib31" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib46" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib21" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib17" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib15" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib42" firstref="ref22"></nolink> <nolink nlid="nl18" bibid="bib41" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib40" firstref="ref24"></nolink> <nolink nlid="nl20" bibid="bib30" firstref="ref25"></nolink> <nolink nlid="nl21" bibid="bib37" firstref="ref26"></nolink> <nolink nlid="nl22" bibid="bib11" firstref="ref27"></nolink> <nolink nlid="nl23" bibid="bib23" firstref="ref28"></nolink> <nolink nlid="nl24" bibid="bib13" firstref="ref29"></nolink> <nolink nlid="nl25" bibid="bib29" firstref="ref30"></nolink> <nolink nlid="nl26" bibid="bib47" firstref="ref31"></nolink> <nolink nlid="nl27" bibid="bib36" firstref="ref32"></nolink> <nolink nlid="nl28" bibid="bib45" firstref="ref33"></nolink> <nolink nlid="nl29" bibid="bib35" firstref="ref34"></nolink> <nolink nlid="nl30" bibid="bib18" firstref="ref37"></nolink> <nolink nlid="nl31" bibid="bib22" firstref="ref38"></nolink> <nolink nlid="nl32" bibid="bib48" firstref="ref39"></nolink> <nolink nlid="nl33" bibid="bib19" firstref="ref40"></nolink> <nolink nlid="nl34" bibid="bib14" firstref="ref41"></nolink> <nolink nlid="nl35" bibid="bib32" firstref="ref46"></nolink> <nolink nlid="nl36" bibid="bib20" firstref="ref47"></nolink> <nolink nlid="nl37" bibid="bib10" firstref="ref48"></nolink> <nolink nlid="nl38" bibid="bib38" firstref="ref51"></nolink> <nolink nlid="nl39" bibid="bib16" firstref="ref52"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1472838
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Umaira+Tabassum%22">Umaira Tabassum</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5800-271X">0009-0000-5800-271X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amjad+Islam+Amjad%22">Amjad Islam Amjad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4250-7526">0000-0002-4250-7526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarfraz+Aslam%22">Sarfraz Aslam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7414-7572">0000-0001-7414-7572</externalLink>)<br /><searchLink fieldCode="AR" term="%22Faiza+Shafqat%22">Faiza Shafqat</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-5509-7136">0009-0007-5509-7136</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sharareh+Shahidi+Hamedani%22">Sharareh Shahidi Hamedani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1179-2202">0000-0003-1179-2202</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Novices%22">Novices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22School+Schedules%22">School Schedules</searchLink><br /><searchLink fieldCode="DE" term="%22Publications%22">Publications</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Projects%22">Research Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.70111
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The institutional environment places high expectations on early-career researchers (ECRs), particularly when dealing with anti-stigma potential. The objective of the present study was to explore the mental health stigmas and the approach to getting work-life balance among young researchers in Pakistan's top-ranked universities. The design of the current qualitative research was phenomenology. Using purposive sampling, ten participants were selected from ten top-ranked universities in Pakistan per the QS ranking 2023. Data were collected with the help of a semi-structured interview protocol using online platforms like Zoom and WhatsApp. After transcribing the interview data, it was analysed using NVivo 12 Pro software. We found that stressors related to academic responsibilities, inflexible academic schedules, research publications, finding funded projects and cultural factors (family management, social health) were the leading stumbling blocks influencing the mental health of ECRs. Most ECRs followed self-driven stress coping strategies (physical activity, peer support). Institutional support was not witnessed to help ECRs manage these mental health challenges. We suggest universities develop a support system to help ECRs nullify the effect of personal, academic and cultural stressors and help them develop careers.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1472838
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1472838
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.70111
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Educational Researchers
        Type: general
      – SubjectFull: Teacher Researchers
        Type: general
      – SubjectFull: Novices
        Type: general
      – SubjectFull: Teacher Responsibility
        Type: general
      – SubjectFull: School Schedules
        Type: general
      – SubjectFull: Publications
        Type: general
      – SubjectFull: Research Projects
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Umaira Tabassum
      – PersonEntity:
          Name:
            NameFull: Amjad Islam Amjad
      – PersonEntity:
          Name:
            NameFull: Sarfraz Aslam
      – PersonEntity:
          Name:
            NameFull: Faiza Shafqat
      – PersonEntity:
          Name:
            NameFull: Sharareh Shahidi Hamedani
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0141-8211
            – Type: issn-electronic
              Value: 1465-3435
          Numbering:
            – Type: volume
              Value: 60
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: European Journal of Education
              Type: main
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