How Mindfulness Transformed My Journey as a PhD Student

Exploring mindfulness for PhD students and life in academia

Deep in the middle of my PhD, I often felt lost in the never-ending stress and pressure of reading, writing, and endless to-dos. Much of the time, I found myself caught up in my head, disconnected from my body and from the here and now.

That was the time I first stumbled across meditation. I can’t recall the exact day I decided to try it, nor the specific book, podcast, or teacher that introduced me. But I do remember the feeling. Each time I sat down to meditate, there was a subtle but undeniable shift: a sense of groundedness, wholeness, presence. For a few minutes, instead of rushing, racing, comparing, or judging, I felt simply here.

Now, more than five years later — with plenty of pauses and restarts along the way — mindfulness has become an essential part of my life. I’m now close to completing my certification as a mindfulness meditation teacher, and after reading countless books and scientific papers on the topic, I feel called to share the profound impact mindfulness had on my PhD journey and my wellbeing. And perhaps, by reading about it, you might feel inspired to give it a try yourself.

But first, let’s explore what mindfulness really is.

What Mindfulness Is (and What It Isn’t)

Mindfulness is often misunderstood. It’s not sitting cross-legged trying to think about nothing. It’s not about achieving a specific outcome. And it’s definitely not about becoming “the best meditator.”

So what is mindfulness? Jon Kabat-Zinn, one of the pioneers of secular mindfulness, describes it as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (2005, p. 4).

At its core, mindfulness is about becoming present. It’s about reconnecting with the here and now instead of being stuck in the past or worrying about the future. It’s an invitation to be curious about what’s happening inside and around you — engaging all your senses — without over-analysing, evaluating, or judging. It’s a shift from constant doing into simply being.

And we can probably all agree that pursuing a PhD is largely about doing: doing more, doing better, achieving, producing. It is definitely less about non-doing: simply being, observing, pausing, or resting in stillness.

Why Non-Judgment Matters (Especially in Academia)

The non-judgmental aspect of mindfulness is particularly powerful. Our minds are wired to compare, evaluate, and seek approval or disapproval — and in academia, this tendency can be amplified by a culture of competition and constant comparison.

Mindfulness offers a way out of this pattern. Instead of harsh self-criticism or endless comparison with others, mindfulness teaches us to notice what’s present and meet it with acceptance.

For example, when your supervisor gives feedback that feels critical, it’s easy to spiral into self-doubt or imagine worst-case scenarios. Mindfulness teaches you to pause, notice and acknowledge your feelings, and respond thoughtfully rather than reactively.

In my experience, it showed me that judgment isn’t helpful. It doesn’t make me work faster or harder; if anything, it often has the opposite effect. By accepting what is — whether it’s perceived failure, rejection, or a mistake — I can allow myself to feel the emotions fully, process them, and then, from a more compassionate and grounded perspective, consider constructive ways to improve and move forward.

Mindfulness as a Practice, Not a Destination

Mindfulness is not a fixed state you reach; it’s a practice. Again and again, it’s about bringing your attention back to the present moment. Sometimes that happens through formal meditation, but mindfulness can also be found in everyday activities: eating, walking, washing the dishes, or pausing before opening another academic paper.

When mindfulness is absent, the effects are noticeable: stress and tension accumulate, reactions become impulsive instead of thoughtful, decisions may be rushed or influenced by fear, old habits and unconscious beliefs take control, emotions feel overwhelming, joyful moments are missed, and we lose connection with our own needs and desires.

From my own experience, the pressures of a PhD often made me lose touch with the small joys of daily life. Instead of savouring moments, I was focused on what came next, swept along by deadlines and endless to-dos. Mindfulness helped me pause and become more attuned to my body, recognise when I needed a break, respond to my needs, and set healthy boundaries. It’s not about eliminating stress or mastering time management, but about approaching challenges with curiosity and kindness. Over time, this practice helped me feel more grounded, aware of my body and emotions, and better able to navigate both the demands and the ups and downs of PhD life.

The Science: How Mindfulness Changes the Brain

Research on mindfulness has expanded rapidly in recent years, demonstrating moderate to strong benefits across a variety of areas. In academia specifically, studies show its potential to help students and PhD students decrease levels of depression, anxiety, and stress, as well as increase awareness, empathy, and emotional control (Barbosa et al., 2013; de Bruin et al., 2015; Dawson et al., 2020; Gallego et al., 2014; Moix et al., 2021).

One key concept is neuroplasticity, which describes the brain’s ability to form new connections and reorganise itself based on experience. It is particularly relevant because much of our daily behaviour (around 95–98%) is automatic, shaped by past memories, habits, and unconscious thought patterns.

Through regular mindfulness practice, we can begin to interrupt these automatic patterns and create new, healthier ones. For example, instead of automatically reacting to negative thoughts — “I’m not good enough,” “I’ll never get this right,” “I’m behind” — mindfulness helps us notice these thoughts as just thoughts, rather than absolute truths. Over time, this repeated practice strengthens pathways in the brain that support awareness, acceptance, and self-compassion, while weakening those that fuel stress and self-criticism.

From my own experience, this has been particularly powerful during the PhD journey. When I received critical feedback or faced setbacks, my old pattern was to spiral into self-doubt and judgment. Mindfulness has helped me pause, recognise these thoughts and feelings, and respond from a more grounded and friendly perspective. I’ve found that by working with my mind in this way, rather than against it, I could approach challenges with greater clarity, resilience, and focus; and even find moments of calm and satisfaction amidst the intensity of the PhD journey.

Why This Matters for PhD Students

PhD life is intense: the deadlines, the pressure, the uncertainty, the constant self-comparison. Mindfulness isn’t a magic solution, but it is a powerful tool — one that can help you feel grounded, clear, and resilient in the midst of it all. It offers a way to pause, reconnect with the present moment (something we often lose touch with when stuck in our heads), and approach challenges with greater calm and focus.

Mindfulness for PhD students isn’t a requirement, but an open door. You can choose to step through it when it feels right and notice what new perspective or sense of calm it may bring to your research and daily life.

For me, it’s been nothing short of transformative. And I believe it can offer the same to you.

A Mindfulness Practice to Try: RAIN

To start, here’s a simple practice you can try anytime, even for just a few minutes, to reconnect with the present moment:

• Recognise what’s present: notice thoughts, emotions, or sensations without judgment.

• Allow it to be here: give yourself permission to experience it as it is.

• Investigate the body’s felt sense: focus on how it feels physically, not the story around it.

• Nurture with a phrase: “This, too, belongs. May I be kind here.”

This small practice can give you a moment to step back, recognise what’s happening, and make thoughtful choices about how to approach deadlines, feedback, or stressful moments in your PhD.

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Sources:

• Bennike, I. H., Wieghorst, A., & Kirk, U. (2017). Online-based mindfulness training reduces behavioral markers of mind wandering. Journal of Cognitive Enhancement, 1(2), 172–181. https://doi.org/10.1007/s41465-017-0020-9

• Dawson, A. F., Brown, W. W., Anderson, J., Datta, B., Donald, J. N., Hong, K., Allan, S., Mole, T. B., Jones, P. B., & Galante, J. (2020). Mindfulness‐Based Interventions for University Students: A Systematic Review and Meta‐Analysis of Randomised Controlled Trials. Applied Psychology: Health and Well-Being, 12(2), 384–410. https://doi.org/10.1111/aphw.12188

• De Bruin, E. I., Meppelink, R., & Bögels, S. M. (2015). Mindfulness in Higher Education: Awareness and Attention in University Students Increase During and After Participation in a Mindfulness Curriculum Course. Mindfulness, 6(5), 1137–1142. https://doi.org/10.1007/s12671-014-0364-5

• Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, Á. I., & Mañas, I. (2014). Effect of a Mindfulness Program on Stress, Anxiety and Depression in University Students. The Spanish Journal of Psychology, 17, E109. https://doi.org/10.1017/sjp.2014.102

• Kabat-Zinn, J. (2005). Wherever you go there you are: Mindfulness meditation in everyday life. Hyperion.

• Moix, J., Cladellas, M., Gayete, S., Guarch, M., Heredia, I., Parpal, G., Toledo, A., Torrent, D., & Trujillo, A. (2021). Effects of a Mindfulness Program for University Students. Clínica y Salud, 32(1), 23–28. https://doi.org/10.5093/clysa2020a24