Why are so many academics feeling exhausted?
The 2025 Australian University Staff Wellbeing Census (released February 2026) reported that 82% of university staff experience high or very high emotional exhaustion, approaching twice that of the general workforce.
Thanks to taking some time off before starting my consulting business, I’ve had the opportunity to reflect on what is clearly a growing wellbeing crisis in Australian universities. If that sounds dramatic, then let’s look at the data. The 2025 Australian University Staff Wellbeing Census (released February 2026) reported that 82% of university staff experience high or very high emotional exhaustion, approaching twice that of the general workforce. Australian universities are not alone in this wellbeing crisis. Studies in other countries reveal similar shocking results.
It’s quite clear that there is a problem but what can realistically be done?
Increased funding would help to some extent, particularly with workload pressures, but let’s be honest: large funding boosts are unlikely. Even if money miraculously becomes available, throwing funds at a problem rarely addresses its root causes.
Although the University Staff Wellbeing Census included all staff, let's take a closer look at academics. Traditionally, they became academics to teach and/or to do research. Yet most receive little formal preparation for the realities of the role beyond, in most cases, completing a PhD. Few are trained in how to set up and lead a research group, supervise research students effectively, design curriculum or teach diverse cohorts, let alone manage people, demonstrate leadership, contribute to their discipline externally, and navigate ever‑increasing administrative demands.
On paper, time is divided between teaching, research (or scholarship of learning and teaching), leadership, and administration but an academic could easily fill 100% of their time with any one of these areas. With performance expectations across for each of these categories, it can be difficult for academics to know where to prioritise their time and effort to meet the demands of the institution. They feel like they are being pulled in multiple directions.
Performance expectations are necessary but this is where things become problematic. Every academic’s context is different, yet an individual comparing their performance to another's is almost inevitable. Even when institutions emphasise “performance relative to opportunity” or narrative‑based assessment, human nature takes over. What do we compare most easily? Numbers. It's this comparison of metrics that leads to questions like: “How did they get promoted when I have a stronger publication record?”
It’s no wonder so many academics feel frustrated and burnt out. Many commentators have highlighted these issues previously. There’s a call for the system to change but we see little movement in Australia or internationally to change the system. In the meantime, academics try their best to continue delivering teaching and/or research required of their position.
