Graduate student voices on stress and mental health: Narrative survey results from a Midsouth University in the United States

Graduate students represent a uniquely vulnerable population, often navigating intense academic pressures with limited mental health resources. The objective of this exploratory study is to uncover experiences of stress and mental health, stressor management practices, and identify actionable steps universities can implement to improve mental health and well-being. Between May and July 2025, graduate students ( n = 101) at an urban university in the MidSouth U.S. completed an IRB-approved online survey. Demographic and narrative response data from six open-ended questions were collected. A grounded theory approach to study design was implemented and a three phase coding schema was applied to thematic analyses of participant narratives. Findings reveal graduate students are stressed; however, the meanings and management of stress varied. Most graduate students did not participate in campus activities promoting positive mental health, though they did seek mental healthcare. Narratives uncovered improvements the university can make to reduce stress and improve mental health among graduate students. Experiences of stress and mental health are patterned by interpersonal and institutional factors. Management of academic and financial stressors, expansion of on-campus mental health services, and institutional mental health training and mentorship support are actionable steps toward promotion of well-being on campus. • Graduate students represent a uniquely vulnerable population in higher education. • Study explored U.S. graduate student narratives about stress and mental health. • Graduate students are stressed; stressor meaning, chronicity, and management vary. • Universities can take actionable steps to reduce stress and improve mental health.