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SUMMARY:Examining How Research and Teaching Affect Science Graduate Student
  Mental Health.
LOCATION:Biology 136
TZID:America/Denver
DTSTART:20231010T160000
UID:2026-04-17-23-23-42@natsci.colostate.edu
DTSTAMP:20260417T232342
Description:In 2018\, researchers declared a “graduate student mental hea
 lth crisis” after finding that graduate students were significantly more
  likely to report experiencing depression and anxiety compared to their pe
 ers in the general population. Calls to create more inclusive graduate pro
 grams for students with anxiety and depression followed. However\, little 
 research has examined what aspects of graduate school can alleviate and ex
 acerbate graduate student symptoms of anxiety and depression. We conducted
  a sequential mixed-methods study to address this gap in the literature. W
 e began by conducting interview studies of graduate students with depressi
 on (n = 50) and graduate students with anxiety (n = 33) to identify what a
 spects of graduate research and teaching alleviate and exacerbate students
 ’ symptoms of depression and anxiety. We used the data from these studie
 s to inform a survey study of 2700 science PhD and Master’s students. We
  found that depression and anxiety disproportionately impact women\, finan
 cially unstable students\, and LGBTQ+ individuals\, and that students who 
 identify as having anxiety and/or depression are disproportionately likely
  to seriously consider leaving their graduate program. We identified aspec
 ts of research and teaching that can alleviate and exacerbate student depr
 ession and anxiety\, providing novel targets to bolster grad student menta
 l health and create more inclusive science graduate programs. 4:00 pm
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