Intentional Re-framing of Self-Care as an Institutional Priority in Postgraduate Teaching

Abstract

The prioritization of self-care in postgraduate teaching has emerged as a critical yet often overlooked component of both personal and professional success. As the intensifying demands of the role continue to test the boundaries of mental wellness and professional sustainability, the absence of structured, institutionally supported mechanisms for educator well-being has become increasingly apparent. Rather than being embedded in formal support systems, self-care is often treated as an individual responsibility, managed informally or in isolation, leaving educators vulnerable to burnout, emotional exhaustion, and disengagement. This review synthesizes peer- reviewed studies using a critical approach to evaluate institutional practices regarding postgraduate teachers’ well-being. It identifies key gaps in support systems, including the lack of integrated mental health frameworks and limited access to preventive wellness resources. In response, the paper proposes deliberate strategies such as the development and implementation of comprehensive institutional mental health policies and the establishment of ongoing preventive wellness programs tailored to academic staff, emphasizing stress management, resilience, and holistic well-being. These measures reconceptualize educators not merely as knowledge transmitters but as whole individuals navigating complex professional and emotional demands. By positioning mental wellness as an institutional responsibility rather than a personal afterthought, this shift redefines self- care from an isolated coping mechanism into a collective, strategic necessity for achieving sustainable excellence in academia.