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As early career researchers on the international stage, our experiences in academia have raised a mixture of emotions, opportunities for networking, and various challenges. The journey is both inspiring and uncertain, as we often feel the freedom and fulfilment that come with academic pursuits, alongside feelings of isolation and a lack of support (Stevenson & Alzyood, 2025). Additionally, the pressure to attain perfection can have a negative impact on our mental health (see for example, Thorley, 2017; Evans et al., 2018).

Maintaining motivation as early career researchers (ECRs) depends heavily on sharing experiences within a supportive, understanding and enjoyable environment. Elements like collaboration, networking and a positive research atmosphere can significantly benefit ECRs (Scaffidi & Berman, 2011). There are several networks that support students and early career researchers, some of which are associated with universities and aimed at individuals from diverse backgrounds, while others are more focused on specific academic fields, such as education. Joining a more specialised network, rather than a broader one, was particularly important for us, as educational assessment was the main topic of our research.

Building community through AEA-Europe

Reflecting on our journey, we recognise that although many institutions offer guidance, our involvement in the network – which promotes Community & Networking, Professional Development, Quality & Fairness, Research & Policy Influence, and International Collaboration – has provided something particularly valuable: a genuine sense of community and inclusion on our research topic. From both the council and the wider network, we have been encouraged not just to participate but to actively contribute to shaping the vision of AEA-Europe. This includes launching, developing and chairing our ‘own’ AEA-Europe special interest groups (SIGs). This experience has been valuable in helping us to become educational researchers. In particular, it has allowed us to experience the value of collaboration across borders and assessment contexts. Being able to connect and collaborate with international colleagues early in our careers has strengthened both our academic confidence and professional development. In this way, AEA-Europe has played a key role in supporting our academic and research growth by including us and valuing our contributions to the organisation’s work.

‘Although many institutions offer guidance, our involvement in the AEA-Europe network has provided something particularly valuable: a genuine sense of community and inclusion on our research topic.’

Within the AEA Europe network, we also discovered another refreshing approach: instead of fostering competition, the community encourages celebrating our individual journeys. The structured yet flexible environment of AEA-Europe has been invaluable for managing opportunities. Through participatory workshops and engaging seminars, we enhanced our skills while acknowledging the unique challenges of academia. Group discussions proved enlightening, turning intimidating tasks into manageable steps and linking personal growth with academic progress. The insights shared by peers opened new avenues, demonstrating that collaboration often sparks greater innovation.

Thriving as a PhD student and early career researcher

We offer the following suggestions for fellow PhD students and ECRs, recognising that each journey is unique:

• Recognise and accept challenges: Starting in research can be overwhelming, and it’s easy to compare yourself to others, which may lead to feelings of inadequacy. Remember, everyone encounters challenges. Recognising this can lessen self-criticism and promote growth. Approach your academic journey with enthusiasm: seek advice and learn from others; and remember, your path is unique.
• Manage opportunities effectively: Staying motivated while acknowledging potential challenges is key. Collaborating with experienced research teams can provide valuable insights into career decisions through real-world examples, presenting opportunities for both academic learning and growth.
• Engage with professional responsibilities conscientiously: Stay realistic about your progress. If you feel you’re not advancing, don’t panic – most European universities and organisations provide resources to support students. Based on our experience, we suggest reviewing the postgraduate policy and support services at your university or institution, the ��ɫ���� Blog and the Early Career Researcher Network, and our own , each of which provides valuable resources and support for navigating the early stages of academia.
• Foster balance and wellbeing: A commitment to research is essential, but remember that academic outputs don’t define you. Hobbies, rest, and time spent with family and friends are essential for maintaining balance and overall wellbeing. Prioritising joy can enhance your resilience as a researcher. AEA-Europe values life beyond research, hosting social events for postgraduate students and early career researchers at every conference to foster connections and relaxation outside of academic duties.
• Take a ‘risk’: It may be daunting, or you might think you have nothing to offer, but seizing an opportunity may be very rewarding – whether to collaborate or get involved in a network. You won’t regret it. That has certainly been our experience with AEA-Europe.

Learning together, growing together

Reflecting on these experiences, our aim is to inspire others in their academic journeys. While you are responsible for your research, being part of a research group means you are not alone. Support from peers can help you overcome challenges, enhance your experience, and foster collaboration and success.

References

Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282–284.

Scaffidi, A. K., & Berman, J. E. (2011). A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment. Higher Education, 62, 685–698

Stevenson, H., Alzyood, M. Healing through art: a thematic synthesis within a quasi-systematic review of art’s impact on adult mental well-being during the COVID-19 pandemic. BMC Public Health 25, 1641 (2025).

Thorley, C. (2017). Not by degrees: Improving student mental health in the UK’s universities. Institute of Public Policy Research.