Support when stuck

Students struggle to reach for
help when they are stuck.

Most things that get going can also get stuck – the same is true for students on their thesis projects. All too soon, the fresh motivation and eagerness of a new endeavour fades away when data seems inaccessible, the topic seems slightly more complex than thought before, or research project culture shock sets in: “There is so much to do – I will never accomplish this!”.

There is little problem in getting stuck briefly, but ample downside to not being able to wiggle oneself free again within a few days. The reasons for getting formidably stuck are plenty fold: First, students might not yet recognize being stuck. We discuss this issue in our chapter on analysing frustrations. Then, the uncomfortable situation might prompt students to rather procrastinate than to work on the project. Third, students might feel ashamed to speak to their supervisors when they realize that they cannot get going without senior guidance. Furthermore, students might strategically avoid speaking with their supervisors to avoid hurting their grade. Consider the role of your supervisor as an academic mentor and peer, as well as the role of grades. Is this worth it? Finally, students might find it hard to reach their supervisor to get support. When selecting a supervisor, maybe plan for some more support than you might wish to require by applying to more supportive supervisors. Thus, the problem of getting unstuck has some facets that are within a student’s reach to change, while others are not.

Instead of risking and, likely, enduring a few prolonged phases of being stuck and losing your nerves over the experience, be mindful of parts of your project that might turn sideways. Plan for how you would counter getting stuck in these parts of your project.

First, try to generate an overview of your research project and identify those tasks that seem most uncertain and daunting to you. Then, consider how and why these tasks and parts of your project might turn problematically stuck. Third, consider discussing this risk assessment with your supervisor and see what they have to say in terms of recommendations – you will learn what to expect from them. Fourth, if you feel uncomfortable with the design of part of your project since you judge the risk of getting stuck with it seems too high: can you change it to become less risky? When you are stuck right now, consider reviewing whether you are attempting to do the necessary tasks in the appropriate order. Some might say, getting unstuck during a student research project is among the most formidable - and formative - challenges. Of course, walking through a research project like a Sunday stroll might sound comfortable. But was the project really challenging enough?

What do you recommend to students that are stuck? Do you make students aware of the risks of their projects? Do you see getting stuck as a natural part of research or something to avoid, altogether?