When I started my career, I believed I should keep my private life to myself – especially anything related to health. I feared that sharing too much might affect how supervisors and colleagues saw me, or even harm my career. Above all, I didn’t want to be seen as ‘weak’ or give anyone a reason to exclude me.

But health inevitably affects work. I’ve lived most of my life with irritable bowel syndrome, a condition that can cause intense gastrointestinal pain during flare-ups. It’s usually under control – except when it’s not. Then, for a few days, I’m in pain, exhausted, and low in mood, which inevitably impacts my work. Each time I started a new job, I told myself: ‘No need to mention it this time – it’ll be fine.’ Of course, since stress triggers the condition, it never really was. Sooner or later, I always ended up telling my supervisor.

Things became even more complicated when I developed long COVID and had to go on partial sick leave for almost two years. That experience taught me how essential workplace adjustments are for people with chronic conditions or disabilities – not to make life easier, but to make work possible. It also showed me how deeply a medical condition can affect mental health.

I’ve been very fortunate with supportive supervisors who allowed flexibility during flare-ups. My current manager’s ongoing support throughout my long COVID leave was invaluable – even when we didn’t know if I’d ever be able to return. That experience made me realise how much difference compassion and understanding can make when someone is navigating health challenges.

After these experiences, it’s no surprise that I now prioritise creating a safe and inclusive learning environment for my students and PhD candidates – including those with chronic or acute conditions, or with disabilities. I’m regularly contacted by students seeking advice on managing their condition while studying or during their PhD. They are often highly motivated, driven individuals who push themselves until they crash because they ignore their limits. Studying or doing a PhD is already demanding; doing it with a chronic condition is even more so. It’s also painful to watch healthier peers move through life with ease while you’re struggling just to get through the day or the week.

If you’re a (PhD) student with a disability or medical condition:

• Define your needs. Think about what helps you function at your best – whether it’s specific equipment, flexible hours, or the option to work from home. Knowing your needs makes it easier to communicate them clearly and advocate for yourself.
• Communicate your needs. Be transparent with your supervisor and colleagues. Clear communication builds trust and helps others support you. Not all needs can be met fully, but even small adjustments can make a big difference. If relevant, inform close colleagues about what to do in an emergency (for example, during a hypoglycaemic episode).
• Seek university support. Most universities have resources for students and staff with disabilities, from quiet rooms to counselling or study advice. Use these – they exist for you.
• Build a support network. Living with a condition can feel isolating. Connecting with peers, either in person or online, can provide comfort and practical advice.
• Be kind and patient with yourself. Managing a health condition is already demanding. Listen to your body, respect your limits, and don’t compare your pace to others’.

If you’re a supervisor or lecturer:

• Remember the person behind the student. Every (PhD) student has their own story. Genuine curiosity and trust help them feel safe – and safety helps them thrive.
• Listen to their needs. People with conditions usually know what works best for them. Listen openly and without judgment.
• Avoid projecting your own experience. What works for you might not work for them. Managing a condition is already tiring; managing others’ expectations adds unnecessary pressure.
• Know your university’s resources. Familiarise yourself with available facilities and support options so you can help find solutions together.

At the end of the day, we’re all human. Creating an environment where everyone feels safe, supported, and respected – regardless of health status – doesn’t just benefit those with disabilities. It strengthens our entire academic community.