Why I Supervise: Challenging with Care, Learning Together

“I also want to thank you again for letting me do a project with you. During that time, I really learned a lot about myself. Right now, I’m doing many things outside of my comfort zone, and I’ve even managed to speak up in meetings :)”

I received this email from a student who spent two months in our lab. It made me really happy—not just because it was kind, but because it reflected exactly what I try to do when supervising:

I don’t just want students to complete a project—I want them to grow. I want them to leave with more confidence, more independence, and ideally, a few tools they can use in their future academic or professional life.

How I Try to Support Growth

I try to challenge my students—but with care. That means I observe what they need. Sometimes it’s a lack of confidence: they don’t believe in themselves, and they need reassurance. In those cases, I encourage them to take ownership of their work. If they planned something, I want them to follow through. I’m there, but I won’t take over.

Other times, it’s about speaking up. Especially in group meetings, less experienced students might feel unsure. I try to make it measurable: I tell them, “Try to learn one new thing per meeting.” That’s already a lot and a great win. And with that tip, many students started asking questions.

Then there are students who are very confident—sometimes too confident. In those cases, I show them (gently!) that asking questions early can save time. A non-essential experiment that had to be repeated often makes that point clear.

I always tell my students: You can talk to me.
If the challenge feels too much, or if you need more, I want to know. This is a shared process.

Learning Through Struggle

One common challenge is the daily lab calculations. I could just give them the formula—but I usually don’t. I give them time to figure it out themselves. And yes, after a few days of struggling with daily lab calculations, it often becomes easier for them. They understand it better. They remember it. And they feel proud of having solved it on their own.

Giving students space to learn on their own is not less work for me. I have to be present, observe, and step in when needed. We talk about their challenges and progress in our 1:1 meetings. I point out what I think they can improve, and in our final offboarding meeting, we reflect on whether they reached those goals.

It’s not always easy. It can be frustrating—for them and for me. But so far, most of my students have developed, and we’ve seen real improvement toward the end. That makes me proud.

Why I Do This

The reason I do this is because I experienced it myself.
During my master’s at the University of Graz, my supervisor challenged me. It was frustrating at times. Just asking and getting the answer would have been so easy. But instead, I learned how to think, how to plan experiments, and how to solve problems.

I’m thankful for that experience.
And now, I try to pass it on.

It doesn’t always work the same way for every student. I’m learning with each one I supervise. But when I see growth, when I see someone step outside their comfort zone and realize they can, it makes me happy. And when they appreciate it—like in that email—it reminds me why I do this.

Sharing Experiences

I’m sharing this not because I think I’ve figured it all out, but because I want to reflect and learn. I’m just starting my journey. My lab is still small, and most of the time I’m in the lab myself, doing my own experiments—so I see the students, I’m around. And for me personally, I want to keep it that way. I want to have a lab size where I can really focus on every single member. That’s what feels right to me.

There’s absolutely no judgment if others run bigger labs—there are many different approaches, and I’m sure I’ll adapt and learn more over time. This is just where I am right now. So I’m also happy to hear how others do it—if you have thoughts, experiences, or ideas, I’d love to hear them.

Dealing with Negativity When Sharing Ideas

Sharing ideas publicly is powerful. It invites dialogue, reflection, and sometimes even change. But it also opens the door to critique—and not all of it is constructive.

Whenever someone expresses an opinion in a space where others can witness it—be it a classroom, a conference, a blog, or social media—there will be reactions. Some people will agree, some will disagree, and that’s perfectly fine. In fact, it’s healthy. But what’s not fine is when critique becomes personal. When it stops being about the idea and starts being about the person behind it.

For me, this often happens when I talk about academic kindness.
It’s a concept I care deeply about. You can call it what you want, but for me, it means:
“Treat others the way you want to be treated.”
It’s about respect, about meeting colleagues—whether peers, students, or employees—on equal footing. It’s about creating a culture where people feel safe, valued, and heard.

I get genuinely excited when I receive positive feedback. When someone tells me how they interpret academic kindness, how they try to live it, or how it’s helped them rethink their own academic environment. These conversations energize me. They remind me why I speak up in the first place.

But not all feedback is kind.
Sometimes, especially online or under the cover of anonymity, people say things that are not just critical—they’re ugly. They’re personal. They’re meant to hurt. And even though I’ve come to expect it, it still hits hard.

I don’t know how others experience this, but for me, negativity tended to outweigh positivity. I could read ten encouraging comments and still feel crushed by one cruel one. It’s not that I don’t appreciate the support—I do, deeply—but the sting of a harsh comment lingers longer.

I’m open to discussion. I welcome disagreement. But I draw the line at disrespect.
Critique is not the same as cruelty.

By choosing to speak and write about academic kindness—how I live it, how I understand it—I’ve accepted that some people will be triggered by it. I’ve seen it happen. And I’ve learned that some reactions say more about the person commenting than about the idea itself.

So what do I do?

I try to focus on the positive.
Not everyone will be on this journey. And those who respond with rudeness or hostility may never change their minds. I listen, but I move on.

When I encounter negativity, I’ve found it helpful to pause.
I let the comment sit. I digest it. And then I ask myself:
Is there something true in this?
If yes, I learn from it. If not, I let it go.

This process helps me stay sane. It helps me continue sharing, even when it’s hard. Because I believe in the value of kindness. I believe in respectful dialogue. And I believe that even in the face of negativity, it’s worth speaking up.

💡 Let’s Keep the Conversation Going

I’d love to hear how others deal with negativity when sharing ideas.
Do you have strategies? Do you feel the same imbalance between positive and negative feedback?

Let’s talk about it—with kindness.

Keynote talk “Academic kindness”

What an amazing day at our Department Retreat!
I was so happy when our Head of Department, Matthew Francis, asked me to talk about academic kindness this year.

I love talking about academic kindness because it is so important to me. I believe the best way to discuss a personal and sensitive topic like this is to open up and be vulnerable. I wanted to be clear from the start that this isn’t about prescribing behavior – academic kindness can be lived very differently and is a personal decision. So, I decided to share my own experiences, both positive and negative, and how they affected my wellbeing, performance, and creativity.

Before our session (here’s us just before we began), Annika from HR set the stage by recapping last year’s retreat centered around trust and respect. With over 100 people in our department, I knew this approach wouldn’t resonate with everyone, but my hope was to make kindness more visible and get it on everyone’s radar. This was the first time I took such a strong position in a public setting – it was scary, but definitely worth it.

I wrapped up by inviting everyone to reflect:

• What does academic kindness mean to you?

• How would you like your team to show it?

• What can you do?

I was overwhelmed by a wave of positive feedback. Our department has people who are willing to work together on this, and it’s incredibly motivating to see such support. I don’t expect to change academia overnight, but I’m doing my part to promote kindness in science. If you feel the same, let’s connect!

Academic Kindness in Action

There are moments in academic life that go beyond data, deadlines, and experiments—moments that remind us why we do what we do, and who we do it with. Today was one of those moments.

One of our Bachelor students had his final presentation, marking the end of his thesis work—an important milestone in any academic journey. What made this day special wasn't just his excellent presentation, but the fact that every single member of our lab team came to support him.

This might not sound extraordinary at first, but when you consider everything that was happening at the same time, it becomes truly meaningful. Experiments needed to be run. We’re in the middle of a very busy phase in the lab. One of our Erasmus students had officially finished her stay on Monday—yet she was still in Umeå and chose to come back just to be there. Another Bachelor student had her final thesis due today—and still made time to show up.

That level of support and presence is something I deeply value. When I heard last week that the whole team had planned to attend, it genuinely made my day.

These small, quiet gestures—showing up, clapping, offering a few words of encouragement—are what I think of when I talk about academic kindness. It’s not always grand or loud, but it matters. It builds trust, connection, and a culture where people feel seen and supported.

Academic environments can be competitive, isolating, or overly focused on performance. But it doesn't have to be that way. We can choose to foster cultures where kindness, encouragement, and celebration are the norm. Where we don’t just work together, but we show up for each other—even, and especially, when it’s not required.

Final presentations are a big deal. They are the culmination of months of effort, growth, and learning. I believe they deserve to be celebrated. And I am more than proud that my team shares this belief.

What Is Academic Kindness—and Why Does It Matter to Me?

Academic kindness means different things to different people. For me, it’s not about being overly permissive or avoiding hard conversations. It’s about being clear, fair, and respectful. It’s about holding high standards while recognizing the humanity of the people we work with. It’s about setting boundaries and being supportive—not either/or. In short, it’s about cultivating an environment where people can thrive, not just survive.

As a principal investigator, I see kindness not as a “nice-to-have” or a personal trait, but as a deliberate practice—a leadership value that shapes how we build teams, mentor others, and conduct our science. I believe that psychological safety is essential for excellence. People do their best work when they feel safe to speak up, ask questions, challenge assumptions, and admit when they don’t know something. That kind of openness doesn’t happen by accident; it takes intention, trust, and consistency.

In our lab, we try to embody these values in practical ways. One example is our lab culture document. It outlines our shared expectations, how we communicate, and what kind of environment we’re trying to create. Every new member reads it, and more importantly, has the opportunity to suggest edits. We revisit it together regularly—not as a box-ticking exercise, but as a living agreement that evolves as we do.

When I make decisions—whether about projects, authorship, or timelines—I try to explain the “why” behind them and invite input. While the final call often rests with me, I want everyone in the lab to feel heard and respected. Leadership, to me, isn’t about having all the answers—it’s about listening carefully, making thoughtful choices, and creating space for others to contribute meaningfully.

One practice I’ve found especially helpful is stepping back when I feel frustration or anger—particularly in moments that don’t require an immediate response. Instead of reacting on impulse, I take time to reflect: Why did that upset me? What expectations weren’t met? What might the other person be experiencing? This doesn’t mean avoiding difficult conversations—it means approaching them with care. I’ll often follow up with a conversation where I explain my perspective, listen actively, and focus on what we can learn or do differently moving forward. It’s not always easy—especially on busy, high-pressure days—but I’ve found that this approach builds trust and mutual understanding over time.

Of course, things don’t always go smoothly. Mistakes happen. Misunderstandings occur. But I’m proud to work with a team that shares a commitment to honest, respectful dialogue and a culture of continuous growth.

In light of Mental Health Awareness Week (starting May 19), I’ve been reflecting more deeply on what academic kindness really looks like in day-to-day practice. It’s not about being endlessly agreeable or soft-spoken. It’s about creating a climate where people can be themselves, take intellectual risks, and feel supported through both successes and setbacks. It’s about treating each other like whole people, not just producers of data or lines on a CV.

Academic kindness is not just about being “nice”—it’s about building a system where we can all do better science, better mentoring, and better living. That’s how we grow. That’s how we lead. And that’s how we care for one another.

I’d love to hear your thoughts—what does academic kindness mean to you?

Academic Kindness and the Journey to Group Leadership

I’m still in Graz for a little longer, heading back to Umeå tomorrow — but I’m already feeling so grateful and full of energy after these past two days.

These were the first events I was invited to as a speaker/panel member, and that honestly means a lot to me. Huge thanks to Johanna Stadlbauer from the PostDoc Office for the trust, the warm welcome, and for creating such a thoughtful and supportive space. We connected instantly, and it really made these days special.

Yesterday, I joined the PostDoc Office Annual Event as a panel member, and today I gave a workshop on the path from postdoc to group leader. I shared my thoughts on academic kindness, and also told my very real story — with rejections, failed applications, uncertainty, and all the messy parts that are often left out.

Everything was so well organized: I got a lovely goodie bag, a reserved seat, the food was amazing, and the whole team was incredibly kind and helpful.

The discussions were open, inspiring, and full of honesty — time just flew. I'm heading home tomorrow with new connections, fresh ideas, and a lot of motivation.

And it was just really lovely to be back in Graz again.

🔗 Prepare and be courageous – Tipps und Tricks für den Weg zur Gruppenleitung

🔗 Exploring Collegiality – Good Leadership and Kindness in Academia

Embracing academic kindness for scientific excellence

I recently completed a fantastic and thought-provoking course: Resolving Conflicts in Research - Leadership Skills for a Harmonious Team by Leadership Sculptor. This experience has been transformative, providing me with valuable tools to handle conflicts constructively.

Conflicts are challenging and often drain the energy of the parties involved. Depending on their size, they can also affect those around them. Ignoring conflicts is not an effective approach, as they can grow bigger and bigger until the all-destruction-I-do-not-care mode is switched on. This course has taught me the importance of catching conflicts in their early phases and addressing them constructively.

In some aspects, my inner voice was right, and for other situations, I now have valuable tools to navigate them effectively. The course also covered essential negotiation skills and strategies to build high-performing teams. I firmly believe that the best performance is achieved when a positive atmosphere and support are provided.

When humans interact, there are misunderstandings, miscommunication, and conflicts. I am convinced that it is the responsibility of a group leader to not only lead by example but also have strategies on hand that make the life of our groups easier. Clear communication and respect are keys for me, personally.

For me, scientific excellence is not just about achieving great results but also about how we achieve them. I believe in leading with academic kindness, fostering a supportive and harmonious work environment where everyone feels valued and respected. A positive team dynamic is crucial for innovation and productivity. By promoting clear communication, mutual respect, and understanding, we can create an environment where everyone can thrive and contribute to our collective success.

In conclusion, this course has reinforced my belief that leadership is not just about guiding a team towards scientific excellence but also about ensuring that the journey is marked by kindness, respect, and support. I am committed to applying these principles in my leadership approach and fostering a culture of academic kindness in my team.