Creating a Culture of Care in Graduate Education
In graduate programs, academic rigor often takes center stage, but Katherine Wood, PhD, Licensed Clinical Social Worker (LCSW), Certified School Counselor (CSC), Certified School Social Worker (CSW)鈥攁 seasoned professional in social work and school counseling鈥攁rgues that care and compassion deserve just as much attention.
With 17 years of combined experience and a research focus on grief and loss, Dr. Wood advocates for the vital role of emotional support in education. She holds a PhD in Counselor Education and Supervision, an MEd in Professional School Counseling, and a Master of Social Work. She shared her insights on what a "culture of care" looks like and how faculty and students alike can create more compassionate spaces in academia.
What Does a Culture of Care Look Like?
At the graduate level, where students often juggle complex responsibilities, creating a supportive environment can make a world of difference. Dr. Wood believes it starts with simple, human connection.
鈥淭o me, creating a culture of care means fostering an environment where students feel safe, valued, and comfortable鈥攚here they know that, as faculty, you see and care about them as people first,鈥� she said. 鈥淪mall but meaningful actions, like checking in... can go a long way.鈥�
Why Advocate for Emotional Support?
Dr. Wood鈥檚 passion for emotional support grew out of her experiences in K鈥�12 settings, where she saw how often unspoken struggles impact behavior. That lens naturally extends to higher education.
鈥淓motional support should be a foundational layer, helping students recognize that what they bring into the classroom鈥攅motionally, mentally, and socially鈥攎atters,鈥� she said. 鈥淗onoring those pieces encourages students to be honest about where they are, what they need, and how we can best support them.鈥�
Recognizing Burnout in Graduate Students
Burnout doesn鈥檛 always look like collapse. According to Dr. Wood, it often appears as a quiet shift in participation, motivation or quality of work.
鈥淲hen there鈥檚 a shift in a student鈥檚 demeanor and/or level of engagement, it can alert me to signs of emotional burnout,鈥� she explained.
Why Emotional Well-being is Still Overlooked
Despite growing awareness, the emotional realities of graduate students are often missed. Dr. Wood pointed to the unique life-stage challenges grad students face.
鈥淯nlike traditional undergraduates, graduate students often enter programs later in life, balancing academic demands alongside careers, families, and other responsibilities,鈥� she said. 鈥淥pening up lines of communication... helps embed intentional emotional support into graduate education.鈥�
Barriers to Systemic Change
Dr. Wood emphasized that while many programs want to support students, structural and cultural evolution takes time. Still, she sees opportunities for growth.
鈥淚 think there鈥檚 an opportunity [for] professional development in trauma-informed teaching, inclusive practices, and student-centered approaches,鈥� she said. 鈥淎s awareness continues to grow, so does the potential to embed care and compassion more deeply.鈥�
What Faculty and Advisors Can Do
Meaningful change doesn鈥檛 always require sweeping reforms. Dr. Wood encouraged consistent, small actions that build trust.
鈥淐hecking in with students individually, normalizing conversations around stress... and being flexible when life circumstances arise鈥� are among her recommendations. 鈥淢odeling empathy and treating students as whole people... can help foster a culture where support and success go hand in hand.鈥�
Advice for Students Building Community
Graduate students may feel isolated, but Dr. Wood said many are simply unsure how to initiate connection. She recommended starting small.
鈥淎 great way to start is with small gestures鈥攍ike arriving a few minutes early to class to engage in casual conversation,鈥� she said. 鈥淵ou can also start a group chat or invite classmates to go for a walk as a study break.鈥�
Advocating Without Fear
Students may hesitate to speak up about their needs. Dr. Wood said respectful, one-on-one conversations are a great first step.
鈥淲henever a student approaches me in an open, respectful way... it shows a growth in maturity and ability to speak up,鈥� she said. 鈥淭hat鈥檚 a skill I want students to develop.鈥�
Final Takeaway
In the end, Dr. Wood hopes educators and students alike remember that compassion and academic excellence can鈥攁nd should鈥攃oexist.
鈥淎 culture of care strengthens the learning environment by fostering trust, belonging, and resilience,鈥� she said. 鈥淪howing compassion doesn鈥檛 mean lowering standards鈥攊t means recognizing the humanity behind the work.鈥�