Academic life and its participants have not been exempt from the effects of the neoliberal era that intensified its influence at the end of the 20th century and the first quarter of the 21st century (Moore et al., 2011). While universities and the educational system as a whole tended towards privatization and commercialization, the fundamental dynamics of academic life, including public universities, turned into more quantitative production and a performance system (Fleming, 2021). Adopting such corporate-like models and strategies, especially towards early-career researchers, can be problematic as these do not apply to all scientific fields and put the researchers under pressure (Turner, 2024, p. 4). This transformation devalued the qualitative aspects of scholarly production and led researchers and academics to face various conditions—such as loneliness, burnout, lack of solidarity, etc.—in an increasingly competitive environment.  

Evans et al. (2018) highlighted that postgraduate students are six times more likely to experience symptoms of anxiety compared to the general population. This heightened risk is primarily attributed to challenges such as poor work-life balance and strained mentor relationships, identified as the most significant contributing factors. Additionally, Satinsky et al. (2021) revealed that 24% of doctoral researchers exhibited clinically significant symptoms of depression, while 17% showed clinically significant symptoms of anxiety. Numerous studies have shown that a significant number of researchers experience symptoms of anxiety and depression throughout their research careers, often leading them to seek professional support (Herbert et al., 2014; Kinman & Johnson, 2019). However, research also reveals that the normalization of stress and anxiety within academic work environments can deter researchers from seeking the help they need (Hazell et al, 2020; O’Brien & Guiney, 2019). Nicholls et al. (2022), in their meta-synthesis, demonstrated that belonging to a social group serves as a protective factor for researchers’ well-being and mental health. Additionally, peer networks were identified as crucial sources of support, playing a vital role in fostering a sense of community, connection, and resilience among researchers (Masefield, 2019; Nicholls et al., 2022; Khodabakhsh et al., 2024).

Peer groups play a critical role in supporting researchers’ well-being by providing emotional, professional, and social connections. de Villiers Scheepers et al. (2023) found that peer groups offer a therapeutic safe space and can help with the feelings of neglect by the institutions. Recognizing this, the panel will discuss the impact of these groups within various cultural frameworks, highlighting both their benefits and the unique challenges associated with creating and maintaining them. In this panel, the significance of peer groups for early career researchers will be explored with a focus on how these groups operate in different institutional and cultural contexts across Europe, particularly in Azerbaijan, Türkiye, and the United Kingdom (Scotland). 

The discussion will unfold in three key parts. First, the panel will examine the fundamental need for peer groups and the challenges researchers face in establishing them. Secondly, the panel will focus on the experiences of forming and sustaining peer groups in Azerbaijan and Türkiye. Presenters will share practical insights and lessons learned from their efforts, offering a closer look at the unique challenges and opportunities in Azerbaijan, Türkiye, and the UK (Scotland). This part will emphasize the importance of localized approaches while considering broader themes of inclusivity and collaboration. Lastly, the socio-cultural dimensions of peer groups will be reviewed. The last part will provide valuable insights into how social and cultural norms, values, and practices shape the dynamics and effectiveness of peer groups, drawing comparisons between the experiences of UK and Türkiye.

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