A mounting crisis in academic mental health is coming into sharper focus, with recent research revealing that “gruesome” workloads and escalating job demands are taking a heavy toll on university faculty worldwide—including right here in Thailand. An Australian-led analysis, as reported by Times Higher Education, highlights how non-stop workdays stretching over nine hours have become standard for many academics, eroding boundaries between professional and personal life and producing measurable declines in mental and physical health. This trend is mirrored by new, Thailand-specific data showing similarly alarming rates of burnout and stress among university lecturers, raising critical questions about the future of higher education and the well-being of those who deliver it.
Internationally, academics often benefit from relatively robust benefits packages compared to peers in other sectors, but these perks are now being outweighed by the relentless nature of their work. According to the survey referenced in the Times Higher Education article, academics are expected to manage heavy teaching loads, research productivity, student advising, grant applications, and ever-increasing administrative duties. Many respondents express dissatisfaction with their pay and working conditions, and report that the lack of sustainable work-life balance is undermining not only their well-being but also their ability to provide quality education and mentorship.
Why does this matter for Thailand? Higher education in the Kingdom is undergoing rapid transformation, with increased enrollment targets, ambitious output expectations, and a push to internationalize research. Thai universities are now grappling with issues that parallel global trends, including growing faculty workloads, insufficient institutional support, and a spike in stress-related health problems among academic staff. The implications are far-reaching, since the strength of a nation’s universities rests heavily on the health and engagement of its faculty.
A recent cross-sectional study (“Burnout and well-being among higher education teachers: Influencing factors of burnout” PMC11998155) provides an in-depth look at this crisis in the Thai context. Surveying 410 university faculty members across Thailand’s regions, researchers found that average workweeks regularly exceeded 50 hours, with many faculty clocking nine-hour days, six days a week. Emotional exhaustion, a primary component of burnout, was alarmingly widespread. Nearly 36% of respondents reported high levels of exhaustion, while almost 30% reported high levels of depersonalization (the sense of emotional distancing from students and colleagues). Moreover, an overwhelming 89% said they experienced high levels of reduced personal accomplishment, signaling that most teachers struggle with feeling effective in their roles.
The consequences spill beyond the classroom. Faculty affected by burnout report a host of health problems, from sleep disturbances and musculoskeletal pain to symptoms of depression and anxiety. The study also found strong links between high workload, poor mental health, and declining quality of life. Notably, psychological health—measured by indicators such as life satisfaction and the ability to manage stress—was closely tied to levels of emotional exhaustion, while the sense of environmental support was associated with feelings of depersonalization.
This Thai research echoes findings from broader international studies. Burnout is not confined to healthcare or “high-touch” professions but has become endemic across all academic disciplines. As detailed in a recent German university study (BMC Psychology), student burnout rates can reach as high as 70% in some populations, and faculty are similarly at risk. The symptoms—emotional exhaustion, detachment, and lost productivity—undermine both individual health and institutional performance.
Expert perspectives reinforce the urgency. Mental health professionals warn of a “vicious cycle” where overwork leads to exhaustion and poor sleep, which then hampers coping skills and deepens psychological distress. A leading Thai occupational health specialist observed that, “We are seeing more faculty seeking counseling for chronic fatigue, insomnia, and anxiety,” pointing to the necessity for both institutional reforms and greater individual awareness.
Thai university administrators, meanwhile, face the challenge of balancing institutional mandates with faculty welfare. A high-ranking official at a leading public university acknowledged that, “National research output targets and quality assurance processes have increased administrative burdens for faculty, often without commensurate increases in support staff or resources. This creates a situation where academic quality and staff well-being are both at risk.” Recent government initiatives have sought to address these issues, with policies aimed at reducing paperwork, expanding access to counseling, and promoting work-life balance, but much remains to be done.
Cultural context also shapes how workload is experienced and addressed in Thailand. Traditionally, the teaching profession commands great respect, and many faculty feel a strong sense of duty toward students, making it difficult to refuse additional assignments or take needed breaks. Thai collectivist values, while fostering collegial support, can sometimes discourage open discussion of personal distress, leading some faculty to suppress or ignore symptoms until they become severe.
Globally, awareness of academic burnout is prompting calls for structural reform. International labor organizations and academic unions are advocating for policy interventions to set reasonable limits on workloads, introduce more flexible work arrangements, and improve access to mental health resources. In countries like Australia, the UK, and now Thailand, there is growing recognition that systematic change—rather than placing responsibility solely on individual “resilience”—is needed to stem the tide of burnout.
What does the future hold for Thailand’s academic workforce? Without changes, experts warn, the country risks a “brain drain,” early retirements, and declining educational quality. Already, anecdotal reports from faculty at mid-career point to thoughts of leaving the profession, citing relentless work pressure and lack of recognition. Student learning is likely to suffer as well, given the strong link between teacher well-being and effective pedagogy.
The way forward, researchers suggest, begins with honest assessment and targeted action. Thai universities can start by undertaking institutional audits of faculty workload, streamlining bureaucratic processes, and investing in both professional development and mental health services. Faculty should be included in the process of redesigning curriculum and quality assurance measures. Peer mentoring and community support groups can help break the taboo around discussing mental health, while digital tools may offer both efficiencies and ways to better manage academic tasks.
Perhaps most importantly, policymakers and university leaders need to embrace the principle that the health of their academic workforce is inseparable from educational excellence. “Well-being is not a luxury—it is a prerequisite for sustainable progress,” says a member of a national higher education reform task force. Creating a climate where faculty can thrive requires both cultural change and institutional accountability.
For individual Thai academics navigating overwhelming workloads, the most practical advice may be to advocate for boundaries—tracking and limiting out-of-hours work, seeking support from colleagues, and making use of university counseling or wellness programs. At an institutional level, university leaders are urged to reassess policies that drive work inflation and to invest in resources that sustain both professional performance and personal health.
In summary, the latest research paints a sobering picture: unchecked academic workloads are a serious threat to both individual and institutional well-being. But by acknowledging the problem, learning from international best practices, and committing to systemic reform, Thailand’s higher education sector can chart a healthier, more sustainable course.
Sources:
- ‘Gruesome’ workloads ‘undermine academics’ health’
- Burnout and well-being among higher education teachers: Influencing factors of burnout
- Stress, student burnout and study engagement—A cross-sectional comparison of university students of different academic subjects
- Exploring the Causes of Burnout Syndrome among University Teachers in Thailand (PDF, Thai)