Before we move into the academic strategies for success, I want to provide some insight into why I will regularly bring up mental health and self-care in my classes. I am one of those people who does a million things, saying yes to just about everything that everyone asks of me and trying my hardest to do it all so that I don’t let anyone down.

For years I was successful in this hyperactive mode. I graduated high school at 17 and college at 21. By working overtime in my first job out of college, I paid off my student loans by 23. I completed my master’s degree full-time while working nearly full-time at the White House, first as an unpaid intern and then as professional staff. Despite not initially intending to do so, I finished my doctoral degree by 28. After bouncing around a few jobs looking for the right fit, including a stint at the Brookings Institution think-tank in Washington, DC, I settled on the University of Delaware in 2011. I successfully achieved tenure and am now well settled into academic life.

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On the first day of class, I will ask you the following question: what’s your why? Why are you here, today, in graduate school, and in my class?

This question is incredibly important but it is also incredibly hard to answer honestly. To this day, I struggle with answering the question of “what’s your why?”. I know I am both internally and externally motivated to achieve. I love to read, listen, and learn. I am highly analytical and intuitive. I like to understand how and why things work. For me, graduate school was a way to improve my understanding of the world. It built naturally on the academic success I found earlier in my life. I am also goal-driven and seek external recognition for my achievements. I am constantly striving for more- the next degree, the next promotion, the next award, the next gold star- today, just as I was in second grade. And that individual striving served me well through graduate school and getting established in my career.

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