Students and early-career professionals (S&ECPs) in scientific disciplines and other fields constitute the proverbial “next generation” of emerging experts taking charge to tackle major questions and challenges facing society, from climate change to environmental justice. These individuals often encounter a variety of barriers as they establish their careers, such as a lack of community, toxic work environments, or an absence of institutional resources to support professional and personal needs [Gin et al., 2021; Berhe et al., 2022].

These barriers can compound the stress of working in a competitive and heavy-workload environment. Unsurprisingly, studies have found that mental health issues such as depression, anxiety, and loneliness are prevalent among Ph.D. students [e.g., Gin et al., 2021]. Such experiences can have lasting impacts on individuals, including loss of confidence, and they may drive the departure of creative and skilled S&ECPs from science disciplines.

In contrast, having a positive sense of one’s career trajectory, a sense of belonging within an institution, and a positive departmental environment can remedy S&ECPs’ distress and contribute to career success and personal well-being, particularly for those from marginalized and racialized backgrounds [Charles et al., 2022; Gin et al., 2021; Fisher et al., 2019; Brunsma et al., 2017; Johnson-Bailey et al., 2008]. S&ECP-led groups and collectives—formed at departmental, institutional, and even international levels—can fundamentally foster positive outcomes. In some organizations, they already do.

As students and early-career researchers in the geosciences ourselves, we have benefited from the community and resources provided by S&ECP groups, and we believe that institutions should offer substantial and long-term support for efforts to initiate and maintain such groups.

The Many Benefits of Student and Early-Career Groups

S&ECP groups empower individuals, especially those from marginalized and underrepresented populations, giving them a sense of belonging in settings where they have traditionally felt excluded. These groups do this in part by driving inclusive and equitable change as they share knowledge and insights into the hidden curriculum of implicit (and often biased) rules, expectations, and norms that prevails in academic and scientific cultures.

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