A contribution by Lina Stein, Rodolfo Bezerra Nobrega and Diana Spieler

Talking to parents in academia has shown us that improving their circumstances is a layered challenge that requires a combination of changes in workplace culture, institutional support and policy. In this third part of our blog post series, we share the insights gathered from all the discussions we had with parents across different career stages, including PhD students, postdoctoral fellows, and senior academic researchers. We highlight the benefits and challenges of balancing parenthood with an academic career and summarize the ideas for changes mentioned by these researchers and other sources.

Photo by Claudio Schwarz on Unsplash

One word that was scattered throughout these conversations was “luck”. “We were lucky that we found a daycare”, “Luckily my supervisor always got my back”, “I have been so lucky with my supervisors”. Since caring for a child requires numerous structural and personal adjustments for parents to reroute their workflows around their new responsibilities, it is the “system” and not luck that should provide the necessary support. Research has shown that a supervisor’s understanding and flexibility regarding parenting responsibilities can significantly impact a parent’s ability to manage both roles effectively (Geraldes et al., 2024). This can give the perception of “luck” playing a role in one’s ability to balance academic and parental responsibilities. We believe that planning for parenthood or living as a parent in academia should not rely on luck, but rather benefit from standardized institutional policies, a shift in workplace culture and supervisor training on the challenges faced by academic parents, so that their success is less dependent on chance and more on structured support. Luck cannot be demanded, structured support can. 

“There is still a need for improved support systems within institutions, such as adequate guidance for new mothers, back-up daycare options and comprehensive academic recovery tracking post-childbirth.”

One good example is daycare. As highlighted in the first part of this blog series, a good daycare is worth its weight in gold. Initiatives within academic institutions or conferences that aim to provide childcare support (in daily life or during conferences) need to ensure a certain quality, availability and reliability in their services. Institutions could improve childcare quality by establishing networks that develop and strengthen supportive community connections among parents. Identifying the necessary mechanisms for this support is challenging, particularly as the availability of parental role models is not necessarily granted. This might be due to the legacy and persistence of a capitalist environment that often expects individuals to prioritize work over personal life and is still disadvantaging those with caregiving responsibilities. Establishing clear standards and innovative frameworks in institutions are the basis for shifting the perception of childcare from a basic service to an essential, development-focused resource. David Maslach from Florida State University states that one of these actions would be the creation of a community or network within academic institutions that establishes the foundation for a platform where experiences, resources, and strategies can be shared among parents and caregivers. 

“This community can also serve as a space for peer mentorship, where more experienced academics can offer guidance and support to those earlier in their journey. Such communities are so important!”
– David Maslach, Florida State University (not part of the survey)

Many researchers also asked for institutions to offer more flexible and supportive policies, such as financial support for accompanying family members when moving to a new institution. One participant highlighted that it is still commonly conveyed by senior scientists that becoming a successful scientist requires working in various places around the world. They often stress the importance of their own experiences in shaping their careers, and this perspective is generally respected without dispute. In Germany, the German Research Foundation (DFG), one of the major funding agencies, until very recently still had specific funding only available for researchers that spend time abroad. While the motivation – providing young researchers with new scientific research methods – is honorable, it ignores the lived reality of families, that cannot easily relocate. Current funding opportunities allow candidates to select institutions within Germany, but they must not have worked longer than one year at the proposed institution. Given the carefully crafted network families rely on to combine work and family life, even moving cities can be extremely challenging. This has been an issue also in other fellowship schemes, such as the ones from the European Union and the UK Research and Innovation. Trisha Greenhalgh and Ed Hawkins argue that penalising fellowship applicants for their choice to not move to new institutions can be highly unfair. As one participant phrased it accurately:

“However, being an involved parent to my children has taught me countless valuable lessons that I doubt I would have learned had I pursued multiple post-doctoral positions at different universities and these lessons surely help me to be a better scientist everyday. In today’s world, it is possible to establish extensive global connections without the need to undertake five post-doctoral positions at five different universities.”

Parents in academia face high pressure and workloads due to the dual responsibilities of career and family life. Many academic mothers report handling not only their professional duties, such as research, teaching, service, and administration, but also shouldering most childcare and household tasks. This burden is sometimes exacerbated by policies that inconsistently account for parental leave in grant eligibility and career progression. Imbalances, rooted in traditional gender roles, underscore the need for policies like extended parental leave for both partners to foster a more equal distribution of responsibilities and provide vital family support. Rigid 9-5 schedules are increasingly unrealistic for new parents, but not all institutions have a framework where parents can block out non-teaching hours.

“I appreciate to have meetings, conferences and sessions to start for example at 9.30am instead of 9am to have time to drop my son off (now, I’m forced to apologise each time a meeting starts at 9am).”

A full workload for parents juggling a job and kids is not only present in academia. Unlike in other jobs, most research positions in academia could have the necessary flexibility to be an ideal working environment for parents, however. Most research work, such as writing papers, data analysis, or preparing of lectures can be done flexible in time and space. Often researchers report that they rather spend the afternoon with their kids, to then catch up on the work in the evening. However, that only works in an accepting environment that does not see children as a burden. 

“I once actually took my kid to a presentation and dinner in the evening, that I could not skip, but I also had no one to take her. She was really quiet and well-behaved, but I was criticised heavily afterwards by a senior colleague for doing that. There were a few situations like that. Like I was questioned why I was always leaving early. I felt like I had to explain myself every time, despite the 50% contract.”

We agree with Maslach that changes in the academic and research systems need to take into account the diversification of paths to success by redefining how we measure and celebrate achievements within academia to promote a more inclusive and fairer environment. Rather than focusing solely on productivity, it’s crucial to create an academic culture that recognises the unique challenges faced by those balancing dual roles, such as parenting and research. Highlighting and celebrating the accomplishments of these individuals sends a powerful message that academic success is not one-dimensional. Institutions can support this by sharing their stories through newsletters, award ceremonies, and public acknowledgements, not only pushing for their academic work but also honouring their resilience and adaptability. By broadening the definition of success, academia can encourage a community where those who might currently feel excluded see themselves as welcome and valued, paving the way for a truly inclusive future.

“The overall attitude that being a parent suddenly makes you a burden rather than an asset at work.”

In addition to institutional and policy changes, it is equally essential for academic parents themselves to take an active role in advocating for their needs and making use of available resources. Many institutions now offer various forms of support and parents should feel empowered to use these resources and to be vocal about any additional assistance they require. Joining academic parent communities and open platforms for discussions (e.g. during EGU conferences such as 2024 or 2025), can also be invaluable, providing a space where parents can share strategies, tips, and encouragement, helping each other navigate the challenges of balancing an academic career with family responsibilities. Embracing these networks and actively advocating for their needs can help parents reshape the academic environment into one that better supports their dual roles.

“Don’t be afraid to claim your rights and speak up for yourself!”

To cite Max Roser: “The world is awful. The world is much better. The world can be much better. […] All three statements are true at the same time.” Despite the many challenges faced by parents in academia, things are moving into a positive direction. Funders are taking parental leave into account and move away from the h-index as performance measure. The European Geoscience Union is taking more steps to support parents and their attendance at the General Assembly. Free childcare during the conference, free attendance for caretakers of young children, family rooms at the conference site, and the new EGU EDI Participation Support which offers financial support to caretakers, with many of these changes make at least the participation in conferences much easier and more feasible for parents. Of course, we should always strive for even more support. As one participant phrased it: “Childcare at conferences is often only during the official conference day, but the socialising and meetings in the evening hours are almost as essential as the conference visit itself.” So we conclude with “Support for academic parents is awful. Support for academic parents is much better. Support for academic parents can be much better.”, and hope that parents will continue to feel empowered to speak up for their needs and rights to make academia ever more inclusive and welcoming.

Reflecting on this blog post series we would like to summarize the main changes parents have wished for during the conducted interviews regarding institutional, policy and workplace changes:

Institutional Changes:

• Flexible Work Arrangements: Institutions should promote flexible scheduling and remote work options. Such flexibility allows parents to manage their responsibilities without compromising academic productivity
• Inclusive Meeting Scheduling: Scheduling meetings within core hours (e.g., 10 a.m. to 3 p.m. or according to an open communication on what times work best for everyone) ensures that parents can participate fully without conflicting with childcare responsibilities.
• Supervisor Training: Providing training for supervisors on the challenges faced by academic parents can foster a more supportive environment and reduce the impact of “luck” in picking your research environment
• Dedicated Parenting Resources: Establishing parent resource centers or support groups within institutions can provide essential information and community support for academic parents.​

Policy Changes:

• Comprehensive Parental Leave Policies: Studies indicate that when both parents have access to adequate leave, it mitigates career penalties, especially for women who often assume primary caregiving roles. Most fathers WANT to take up responsibilities but would benefit from policies to help them progress away from the perceived paternity leave stigma.
• Promote Flexibility in Grant Mobility Requirements: Funding agencies should reconsider direct or indirect relocation mandates, as these can disproportionately burden academic parents. Instead, grant evaluations should emphasize the strength of a researcher’s collaborative network and scholarly contributions, regardless of physical mobility. 
• Tenure Clock Extensions: Automatic tenure clock extensions for new parents can alleviate pressure during critical early caregiving periods. However, it’s essential to ensure that utilizing such policies doesn’t carry implicit career penalties.
• Childcare Support: Policies that provide subsidies or incentives for on-campus childcare facilities can significantly ease the burden on academic parents, especially if they fill the gap left by legislative offers (e.g. payable holiday camps).

Workplace Culture:

• Normalizing Parenthood in Academia: Creating a culture where parenting is openly discussed and accommodated can reduce stigma. For instance, allowing children at certain academic events or acknowledging parenting responsibilities in scheduling can foster inclusivity.
• Peer Support Networks: Encouraging the formation of peer support groups among academic parents can provide shared resources, emotional support, and practical advice.​