The impact of the student-supervisor relationship on graduate student mental health: An integrative review

In recent years, the mental health of graduate students has become a prominent concern in higher education, with many students experiencing elevated levels of stress, anxiety, depression, burnout, and psychological distress. These challenges may be associated with various factors, including academic and financial pressures and supervisory relationship quality. Among these factors, the student-supervisor relationship has been identified as a key element associated with graduate students' mental health and well-being (Chaudhry et al., 2024; Chen et al., 2023; Zheng, 2022). This integrative literature review, using a systematic search procedure, synthesized evidence from 37 empirical studies to examine how dimensions of supervisory relationships are associated with graduate students' mental health and psychological well-being. Five overarching themes were identified: supervisor support; communication and expectations; power dynamics and professional boundaries; cultural sensitivity and inclusivity; and supervisor expertise and mentorship. Supportive supervisory relationships characterized by empathy, constructive feedback, effective communication, autonomy support, and mentorship were consistently associated with greater psychological well-being, resilience, belonging, and lower levels of stress, anxiety, depression, burnout, and psychological distress (Li, Tang et al., 2025; Ma et al., 2024). In contrast, inadequate supervisory support, ineffective communication, unclear expectations, unequal power relationships, and limited mentoring capacity were associated with poorer mental health outcomes (Evans et al., 2018; Zile et al., 2023). The review also identified gaps in the current literature, including limited representation of research-based master's students, culturally diverse graduate populations, and intervention-based studies evaluating strategies to strengthen supervisory relationships. Based on these findings, it is suggested that institutions should prioritize supervisor development initiatives focused on effective communication, constructive feedback, culturally responsive supervision, and mentorship. These efforts should be complemented by a clear supervisory policies, accessible student support services, transparent communication pathways, and professional boundary guidelines. Together, these institutional measures may strengthen student-supervisor relationships and contribute to graduate students' mental health, academic engagement, and overall success.