Table 9. A summary of institutional and cultural changes recommended by the authors featured in this review.

Source	Issue	Recommendation
Garlow et al. 50	Student suicidality	Outlines a method used at Emory University: An annual anonymous mental-health- screening survey is sent to students over the internet; students with concerning scores are urged to come for in-person help
Evans et al. 30	Mental health issues among graduate students	Establishing career development programs that can encourage mental wellness while addressing common career-based concerns among graduate students Educating staff about mental health issues via a “train-the-trainers” method of relaying information among the staff network Encouraging staff to endorse self-care and mindfulness as key to efficient work
Woolston 139	High stress levels experienced by graduate students	Establishing/joining a student-run or young- scientist-run community for advice and support, such as the Cheeky Scientist Association Seeking therapy Getting involved with student association events, such as professional- development or leisure activities Encouraging graduate students to be firm and confident in their work-life boundaries Reaching out to other young scientists to show positivity and support Encouraging out-of-lab public engagement activities Broadening the model of acceptable research beyond just outcomes, so that it also includes new research methods Broadening the model of acceptable career paths beyond just tenure-track
Powell 82	Lack of funding for young scientists due to competition by older, more experienced scientists	Following the approach of funders such as The European Research Council and NIGMS, which allocates a certain amount of grant money for early-career researches only
Woolston 81	Overwork and burnout among graduate students and young scientists	Shifting the focus from strictly the number of hours worked to the amount of worked produced; encouraging students to be efficient and make the best of their time rather than working longer and longer hours Supervisors should be lenient about work hours and allow time for “life”
Powell 140	Burnout and overwork among students	Educating students to recognise the signs of burnout in themselves and others Again, focusing on efficiency over hours worked Recognising the importance of taking breaks, which should be short and frequent rather than long and occasional. Breaks should be entirely removed from the setting or topic of work. One interviewee suggests the “Pomodoro method”: taking a 3–5-minute break every 25 minutes of work, and occasionally taking an extended 15–30-minutes break Recognising that happiness is key for good productivity, and treating good spirits as an important work strategy rather than merely an emotional consolation Students would benefit from identifying their most productive time of day and planning their biggest tasks accordingly Using small, easy tasks to break up long, difficult tasks; small tasks can include out-of- lab responsibilities such as household chores Supervisors should be understanding about self- care and student needs
Woolston 141	Low self-esteem and isolation among students, with a particular focus on STEM and graduate student issues	Teaching students to recognise and fight Impostor Syndrome feelings; encouraging them to celebrate their accomplishments rather than trivialising them Normalising rejection; understanding that is a healthy part of any academic career Reaching out to other students who are struggling For gender/race minorities, joining an online community of researches in your field who share aspects of your identity Government-instituted community programs for collaboration between young scientists, such as the Participatory Science Platform in New Zealand
Wong 83	Students feel alone and/or unsure	Restructuring academia to emphasise and reward faculty mentorship of students
Storrie et al. 121	Accessibility and efficacy of university counselling services	Better communication between academics, university counselling, and community counselling to create a more organised student- support network Reducing stigma, emphasising confidentiality of mental health services, and raising awareness of available help
Marcotte and Levesque 25	Distress and low self-esteem among younger undergraduates	This study explores the relationship between distress and sense of identity, and suggests that this relationship is taken into account by counsellors; it could also possibly be used in mental health screening Helping students develop a solid sense of identity, which the authors show correlates with better mental health Setting up a program in which older students could mentor first-year students to help navigate and normalise identity issues Implementing programs that can contribute towards goal setting and value-formation
Parkman 142	Imposter phenomenon feelings and low self-esteem among students at the undergraduate and graduate levels	Recognising the effect of imposter phenomenon on mental health and working to address it in counselling, workshops, and orientations Teaching students how to combat perfectionism and feelings of failure by focusing on goal- setting and positive aspects of their identity
Powell 143		Academia has an individualistic “winner takes all” culture, in which one person typically receives all the glory for a scientific breakthrough, or all the blame for a failure. This article highlights the need to shift academia’s perspective from individualistic to collective, one in which academics help each other and work together This could turn academia’s stressful hypercompetitive environment into an open and comfortable one By extension, dismantling the elitism that allows/encourages higher-status academics to be dismissive or rude to younger academics; as ecologist Emily Bernhardt explains it in the article, “There’s this idea that is’ OK to be an awful person as long as you are brilliant”
Goldrick-Rab et al. 101	Student need- insecurity	Students can get involved in student-run organisations that fundraise to combat need- insecurity and raise awareness Universities should develop aid programs that are private and accessible, and ensure that students know how to use them; or they should consider partnering with existing aid charities
Goldberg et al. 117	Trans and non-binary students’ reluctance to use mental health services due to prejudiced or ignorant practitioners	Educating counsellors to recognise, but not overemphasise, trans/non-binary issues in the context of counselling Dispelling the narrow conceptualisation of transness among counsellors (i.e. the idea that a patient must meet certain conditions to prove that they are “trans enough”)
Barnett et al. 12	Under-utilisation of mental health services by black students; unaddressed racial stress experienced by black students	Counselling should incorporate behavior-based theories and strategies that can help black students deal with the duality of the expectations and identities they take on as Black students in a Eurocentric education system The authors also recommend cooking classes that teach students how to prepare healthy foods on a budget, and transition classes to help deal with the change from high school to university