1st February 2025

Supporting each other through difficult and challenging times

1st February 2025

This guide is for anyone studying or working in universities (any grade or role), or in research environments within healthcare, local government, NGOs, charities, or other health and social care organisations.

It is designed to help you calm, focus, connect in order to prioritise your safety, rights and wellbeing.

It is a long blog post, by necessity. After this introduction it is divided into eight parts:

Your immediate reactions
Ways to help yourself
Where are we now, how did we get here and what’s gone before?
Building Communities of Care
Personal safety and wellbeing
Practical actions for resistance
Who else can help?
Sources of support and further reading

You may want to skip to whichever sections seem most relevant to you, or work through everything over time. Ideally exploring, discussing, sharing, changing or developing ideas mentioned here with colleagues, friends, or loved ones.

Who is this guide for?

It is aimed at people (all grades and levels of experience) affected by the following situations in universities and other research settings:

bullying and harassment
blocks to access, inclusion and participation
funding problems and financial hardship
precarity
redundancy
industrial disputes, actions and uncertainties
programme removals or censorship
cuts and closures (at departmental through to institutional level)
state sanctions and deliberate hostile actions

It will also touch on advice for those impacted by conflict, war and displacement, but will signpost to sources of assistance in those cases where more focused and strategic assistance is necessary (see Part 8).

I’ve specifically written this guide to be adapted to your institution, state, or country situation. For that reason it deliberately avoids singling out any one of the many issues affecting academia at this time. That is so you can take, break and remake the ideas shared here to support your particular community. I’ve included resources to assist you throughout this post, with specific links in Part 8 for diverse groups. However, if you would like more detailed information per your immediate needs that isn’t covered here, please contact me as if I can’t help I’ll know someone who can.

Why did I create this guide?

Globally the news is not good for education, science, health and social care, and research. This has been a growing problem for many years, but has been more acute of late. Increased threats are posed to the environment, human rights, collaborative planning for epidemics, vaccination programmes and reproductive justice. Not to mention increased redundancies, cuts, closures, and deliberate destruction of teaching and research spaces that threaten the safety and wellbeing of students, staff in all roles, researchers, adjuncts and activists (more on this in Part 3 below).

At such a time and with overwhelming daily news appearing more alarming, it is easy to feel hopeless, alone, insignificant, and afraid. Like many people currently, I’m uncertain if I can make much of a difference by myself. But I know we are #StrongerTogether.

This guide revisits a previous blog post I wrote in 2017 in response to rapid, negative global changes. It was based on my own experiences of growing up with grandparents active in the labour movement; challenging bullying in academia; prioritising safety, wellbeing and mental health for all staff and students; and working with precarious, marginalised and displaced scholars; alongside my wider experiences of redundancy and work as an Agony Aunt (advice columnist). That post eventually became the book Being Well In Academia: ways to feel stronger, safer, and more connected which shares ideas on staying safe, working together, building communities, supporting one-another, and resistance.

So why update this blog post? Because things are changing in alarming ways, yet again. Creating a range of problems (small and large scale) impacting on the safety, wellbeing, rights and justice of those studying and working in universities and other research settings.

I don’t have all the answers so this is an interactive venture. Please use the comments to share and archive details of your activism, advice, care and protest for others working in education, development, health and social care, and science may be able to use and pass on. As you do so, please prioritise the most marginalise and vulnerable, considering other people’s circumstances and safety needs in your recommendations. For all actions recommended or taken, continually ask ‘who does this bring in? Who might it leave out? Who does this help? Who might it harm?’

This means noting everyone who’s in universities and other research spaces in education, health and social care – porters, cleaners, lab assistants, catering staff, security, post-room workers etc. All will be impacted upon with changes to academic and research life and need assistance. This also applies to research within industry and charities.

This guide encourages us all to be alert alert to everyone within our organisation/network, their different needs, how might they be affected and how we can collectively support each other.

Stop reading and do this first!

Before reading further, remember if systems, funds, resources and supply channels are halted or restricted you may need to source from alternate places, adapt, or pause work temporarily. That means you may not be able to access, trust, or rely on staff, networks, or departments who previously provided instruction, guidance, funds, or materials.

Be prepared that your work access (pass cards, keys, email, shared drives, building entry, research files and records etc) can be blocked, removed or destroyed with no warning. This can apply equally in cases of redundancy or during state closures of institutions. What do you need, now, if the worst was to happen? Remove, save, store and protect it (more on this in Part 6). Remember you may be doing this for yourself, or it might be you’re saving or salvaging resources for colleagues who’re at more immediate risk.

Be vigilant about your own energy levels and wider wellbeing

Many of the ideas outlined below will require physical and emotional energy and may be especially difficult to consider or implement if you are already in an uncertain or risky situation at work (or if you are unemployed).

It is a good idea to pace yourself and do what you can within your circumstances. (Parts 2, 4, 5 and 6 explain this further).

Prioritise breaks, switch off from the news/social media as needed, and focus on positive things that bring you solace. (Noting, again, how for some people the luxury of being able to tune out or switch off from oppression is simply not an option, and there will be times when you’ll need to engage with the news and socials, there are resources to help you with this in parts 2,4,5 and 6).

Remember you aren’t going to be able to do everything, so focus on what you have the time, resources, assistance, energy and skills to manage. Building up or cutting back as appropriate. And connecting with others on or offline as much as feasibly possible (see Part 4).

Disclaimer

This blog post is not a replacement for legal, medical or therapeutic advice and while every care has been taken to link to reputable resources, I am not responsible for the content of external sites. If you are unsure about what to do, your rights, safety, or wellbeing please take professional advice that appreciates the current events/situations within your institution, country, or state. Remember, while there may be advice also given internally within your institution, external and independent advice may be more necessary or relevant. Note in some cases of conflict or dispute the legal landscape may change – or cease to apply.

Although all cultures and communities generate advice around wellbeing, rights, and resistance, much of the discourse is dominated by the UK and US, with attention directed there. I’ve included resources from other countries and in different languages in this post but am mindful ideas may still focus on particular perspectives and approaches. It’s important to note if advice given here isn’t immediately relevant or helpful to you that it may be due to where it’s originating from, rather than something you’re doing wrong. Seeking wider examples, theories and care examples from other countries and cultures may be particularly relevant in times of struggle and if you have anything to recommend, please add them to the comments.

1. Your immediate reactions

‘How will I cope?’, ‘what will I do?’, ‘can I survive this?’, ‘are my loved ones safe?’, ‘why is this happening?’
These questions (and likely many more) may be all you can think of right now.

In times of crisis, conflict, rapid change, uncertainty, or threat we understandably react with shock, fear, rage, or guilt. Sometimes many immobilising feelings are present simultaneously. Or just numbness. It might be feelings are intense, but you don’t know how to process or even name them. Or you just can’t stop crying.

How are you feeling?

It might seem stupid or insensitive for me to ask such a basic question in the midst of a crisis. But it’s done for a good reason. It helps you acknowledge how you’re feeling, gives you a space to pause and reflect, which can indicate where you are coping, where you may be falling apart, and where support is required.

We all react differently to stressful, dangerous, or novel situations. We might find ourselves retreating, avoiding others, or trying to hide away in the hope things will get better. Or we may want to challenge and fight, perhaps finding others willing to stand alongside us (more on that below). Some of us will be devastated if we appear to be alone. Or we might approach things pragmatically, gathering information and reflecting on future actions. Others may not know what to do, feeling powerless, or abandoned. We may struggle with past trauma and anxieties about what we already know has gone before. Or even find ourselves seeking endless information, or doom scrolling through social media and news reports, feeling our stress levels rising, yet unable to look away. You might find that you have multiple responses that can change as you react to evolving situations.

These reactions may understandably be more acute if you are one or more of the following: isolated; non-tenured; postgraduate and Early Career Researchers; disabled; sick; from a minoritised ethnic group; are LGBTQ+; in a precarious situation; are an International student or worker; lack family or community support, or are estranged; are poor; undocumented; or have dependents (more on this in Part 3).

As unpleasant as these negative responses are, they are important. They are reminding you that even if you are unsure how to express or understand what is happening, you have recognised a problem or danger, and now it is time to begin the care of yourself and others.

Make yourself go slower

In times of risk and rapid change, often the volume of information is overwhelming. Often this is by design, intended to disorient, alarm and put you off. It isolates you, while keeping you busy, heightening distress, and stopping you from focusing, organising, or caring for yourself or others.

Remember, you can’t take it all in, so don’t even try. When you feel like you must go at lightning speed, slow down, prioritise care, and share the load, focusing on key areas to understand – and then respond.

Your instinct may be to rush ahead, immersing yourself in unfolding information. But a better approach, albeit counterintuitive, is to pause, breathe, calm, and even wait.

Why? Because in a fast moving situation – particularly one designed to intimidate and frighten – composure and clarity are key. (Part 2 explains how you can feel more secure, safe, comforted and in control).

Fight, flight, freeze, fawn or flop are well documented trauma responses, some of which may have their advantages in a crisis situation and some may be counterproductive. Be alert to any of these reactions as they may be signalling to you to care for yourself or others (see the immediate link and Parts 2 and 4). Particularly note the fawn one if your organisation is under threat. That’s because in times of disruption, dissent, or danger, institutions or individuals may well capitulate to unfair demands or refuse to uphold regulations or protocols that support staff and students.

To that end, always remember the wise words of Timothy Snyder in his book On Tyranny (which is well worth reading and heeding).

Do not obey in advance

This means avoiding anticipating possible instructions, restrictions, demands, or discriminatory actions and acting on them before they are requested, or even if they are not specifically asked for. Examples of this might include removing portraits and artwork of women and/or minority ethnic scholars in order to appease those making sweeping cuts through their budgets and databases; or banning rainbow flags or positive representations of LGBTQ+ people.

As much as possible and is safe, don’t do anything in advance that you have not been asked for. And even if you are asked to do something that’s wrong, disadvantageous, or harmful to you or others, take your time in obeying and, where possible, do not comply.

2. Ways to help yourself

This section explores different ways you can look after yourself, particularly if you feel isolated or where access to immediate help is restricted. These suggestions may seem very obvious, but they’re often very effective. Even if you’ve tried them before and found them wanting, it might be worth approaching them in a stepwise manner, perhaps with the support of friends and colleagues, makes them easier to action or adapt to your situation.

Calm

If you are struggling with overwhelming feelings of anxiety or fear it will be difficult or impossible to care for yourself or anyone else. Start by quietening yourself. Free or low cost activities and exercises are listed here to help yourself calm that you can work through alone or with others, at your own pace.

Connect

Next, build your support network. That means identifying people, organisations, care providers, or other sources of comfort you can draw on. It might include friends or family, a union, GP/Family Doctor, therapist, food bank, place of worship, or pets. You may want one support network for immediate comfort and another for practical advice to suit your specific circumstances. This help may be on or offline, or a mix of both. The diagram below can be adapted to identify who might be in your support system, or you may want to record yourself describing this or create another means of listing those who you will draw on or should be contacted (especially in an emergency). It can also help identify gaps in support or care, or areas where assistance needs improving or making more inclusive and accessible.

Take control

Having calmed yourself (something you may have to repeat regularly) and identified who you can draw on to assist and advise you, you may still be anxious about what is going on. That is completely understandable. But it’s important to recognise the things that pose a direct threat, the things that are general worries that you cannot control (or may not be affecting you), and things you do have control over.

Use the Circles of Control exercise as created by Stephen Covey and explained in this resource (including a video and transcript) from the Red Cross. This exercise can be repeated as often as you like, either for yourself, or within teaching, pastoral care, or activism. A template is included below, or you can create your own either through drawing, painting, or embroidery, or as an audio or digital list where you describe what you can and cannot control.

In this exercise you let go of all that you cannot control, focusing your energies onto the things in your power to respond to, seek help with, or change.

Let’s take rolling, upsetting news, as an example. You cannot control world events; what journalists choose report; how stories are covered; what angles are taken; how other people respond to the news; or where falsehoods are repeated. But you can control what news you consume and how often you do it; informing other people about key misinformation and correcting it elsewhere (e.g. in talks, blog posts or media appearances); nurturing yourself so you’re not exhausted; connecting with friends and loved ones so you feel comforted; and carefully evaluating news stories. That will also permit you to identify if news stories are concerning but not reporting anything that’s a direct risk to you (which you can acknowledge but let go of, the charity MIND explains how), or something that poses a direct threat, at which point you take control by putting safety plans into action or deciding with others how to respond (see Part 5).

Check in with yourself

Changes to sleep, concentration, appetite, or mood are very common in novel, rapidly evolving, and fraught times. This can make it even harder to cope if you are depleted and can cause or worsen other mental or physical health problems. Ensuring you are nourished and rested are crucial acts. There is more advice on shared care to manage these issues in Being Well In Academia (particularly Chapters Five – Seven) and in Part 4 below.

Remember, you cannot look after yourself or others if you’re depleted or exhausted. Of course you’ll be on high alert if you’re anxious about your job, home, funding, family, security, conflict, or other risks. But, whatever is going on, you still need to rest, sleep, eat and drink.

Spread cheer

In difficult and dangerous times it may feel disloyal or wrong to find joy, share humour, laugh, sing, create, or dance. But anything that gives confidence and comfort is vital, particularly in moments where all seems lost. I take inspiration from messages of hope that others have shared in difficult and dangerous times, something you might find comforting also.

Many people are doing amazing work with organising, challenging, uplifting, or caring for others. Amplifying their ventures and successes can be inspiring to others both in terms of actions to follow or showing what is possible. Stories from our past of resistance and survival can also remind us that people have faced and fought many challenges in history. Accounts of their bravery can also push us on. That could include major historical events, or tales passed down through our own families.

If you’d like a gentle reminder of ways to look after yourself, my cat Melody (aka ‘manager of the universe’ has some suggestions. You can share, save or print this for those times when you need to refocus and press on. Some of these suggestions are expanded upon in parts 4 – 7.

Note your circumstances

Looking to your own needs is important, particularly since we are likely in this for the long haul. And, for many, this is not a new situation. You may have been affected by academic/research inequalities for a while, or experienced wider prejudice your whole life (see Part 3).

Pace yourself, note what your limits are, and only take on what is feasible within your situation (more on this later). If you need ideas on your rights, or pointers about physical or psychological first aid here are resources for you, your family and community that include multi language, multi age materials and links on rights, wellbeing, mental and physical first aid, and getting or giving care.

The above activities are not an exhaustive or complete list, but highlight a few ways you can build confidence, connectedness and feelings of security. By calming and focusing you may be able to better prioritise needs, follow or give instructions, co-ordinate with others, or seek additional help. Part 4 will explain more on how to do this.

3. Where are we now, how did we get here and what’s gone before?

This section provides a brief and very general context to our current situation as I’ve observed it through my work in safety and wellbeing over the last 20+ years. It isn’t designed to replace detailed, complex histories or deeper research on this topic. You may want to study issues raised here as part of sense-making in your ongoing struggles.

It may be this section feels distracting right now, or could leave you feeling more distressed, in which case please skip it and return to it later.

The following (interacting) issues form the backdrop to our current situation:

Climate Change
Covid-19 pandemic and its ongoing effects
social and political changes and unrest
the rise of the far right
conflict, war, migration and displacement
cuts to health and social care service with increased demand
anti-science, health, social care and education movements
housing issues
poverty

These issues (to name a few) have had a dramatic impact on our physical and mental health and security in the last decade or far longer.

Alongside these developments and changes, all of us working in education, health and social care, research, industry, local government, NGOs and charities will be familiar with environments driven by one or more of the following:

funding cuts and acquiring funding
a pressure to publish/get results
ratings, impact and league tables
precarious, temporary, or zero hours contracts
lack of tenure/security
widespread inequalities (particularly regarding genders, sexualities, ethnicities, disabilities and income)
problems of access
colonialist underpinnings (and resistance to any kind of criticism thereof)
over/micro management
bullying, harassment and sexual assault
competition
presenteeism
prioritising research (publication output) over teaching, supervision, and pastoral care
a rising opposition from the (far) right about any kind of teaching, research, care, or activism that embraces difference/diversity (including Equality, Diversity and Inclusion initiatives) and inadequate responses from institutions to said threats

In some settings or institutions where research, laboratories, teaching, or other programmes and facilities have been closed, barred, or defunded it’s specifically because they included, honoured, or sought to repair previous harms to marginalised groups, or attend to the problems outlined above.

These issues (and other systemic harms in universities and other research spaces) have created a climate where people are afraid to rock the boat, have good reasons to be anxious about employment prospects or career progression, and is an exhausting environment that makes it hard to find more reserves to fight further battles. Which in some cases appears to be the goal of particular administrations, institutions and regimes.

These cumulative, disruptive and upsetting recent and historical events impact on us personally, professionally and at a state, country or global level. However, particular groups are more vulnerable, including those from the Global Majority, disabled, LGBTQ+, Indigenous people, women, and other minoritised communities, that have historically been systematically excluded and harmed. Not just within and by academia and research, but also wider society.

Learning from – and acknowledging – their efforts and experience of resistance and challenge is a good first step for all of us facing repression, harm, redundancy, or dismissal. As is recognising that for many, current fears over state-endorsed repression and violence is not remotely new. This also applies to those working in climate science, and areas of stigmatised healthcare where opposition and suppression has been commonplace for decades and resurgences in punitive policies and practices are traumatising in and of themselves.

Within academia silencing, chilling and controlling what is researched, taught and communicated is not new – but may be more extreme within particular subject areas, departments or institutions. In other cases where staff and students considered themselves ‘safe’, cuts, barriers, blocks and wholesale destruction of work has come as a major shock, for which they were often unprepared.

While many in education, health and social care, wish to claim (and perhaps even believe) that research (including science) unites us, is objective, value-free, and sees no differences, we need to be much more honest with ourselves. Research is not and never has been objective. It is not value free. It frequently maintains and validates inequalities and has, both in the past and present, been used to harm as well as help. We cannot move forward against governments that seek to oppress others while allowing persecution and exclusion to be woven into the fabric of our own institutions.

In some countries problems are more extreme with arrests, expulsions, forcible displacement, imprisonment or execution of academics, researchers, scientists. Many countries currently, and historically, have struggled with these issues and they continue to be a cause for concern. More recent political changes and conflicts around the world have made intentions clear – to stifle; limit; cut and manipulate science and healthcare spending and services. Or destroy entire research and educational infrastructures – and even the citizens within them.

Honouring those who’ve come before while supporting those who are recently affected are both important jobs. Noting, also there may be tensions for those who feel they’ve already been working hard but not acknowledged, and those who feel they’ve been unable to contribute before due to structural/personal reasons.

The circumstances – recent and past – which many have been working under are specifically (and accidentally) designed to divide and weaken. A key challenge in difficult and dangerous times is to rebuild connections, find strength in numbers, and be encouraged by one-another. The next part explains how.

4. Building Communities of Care

Caring for one-another is an undervalued part of activism. If you’re in shock, overwhelmed, struggling to process your feelings and attempting to keep track of a rapidly moving situation it is difficult to care for oneself – or anyone else. If you’re isolated, sick, disabled, in danger, or in situations of relentless harm where you cannot even focus, then large scale activism and organising may understandably feel beyond you.

But there is much we can do on a basic level to connect and support one-another that may be enough for survival, or can bring radical change. Expanding on the ideas suggested in Part 1, here are some suggestions for things you can do on or offline to feel less alone.

Build a Community of Care with similarly affected colleagues. This is where you create or join accessible spaces to communicate, listen, sympathise, or to share resources or meals. Be alert to anyone left out and most vulnerable. You may wish to do this as a regular event (e.g. a daily check-in or weekly tea-time) or one-off activities that are combined with crafting, song, music, dance, or listening to invited speakers. A Community of Care involves embedding pastoral care, colleague assistance, advice, referrals to additional support, instruction, equipment and ongoing encouragement. This might be something you set up as a small group of colleagues, or integrate across an entire organisation.

Join or create a union. Remember these are not just for those in academic roles or for students. Anyone working in research, teaching, health or social care or ancillary or auxiliary roles (e.g. technicians, catering staff, cleaners, administrators) can join a union best suited to their industry. If no union is available there is advice on how to establish one from the United Food and Commercial Workers Union (US focused). Wider workplace rights information (UK focused) can be found via ACAS with additional organisations listed in Part 8. Be aware that in some locations it’s illegal to create and/or join a union. You can still use ideas for collective care and support without specifically declaring yourself unionised, if that is safer.

Enable personal care and comfort. That could include access to showers, clothes drying areas, washing machines or laundry services. Provide sanitary products in bathrooms or other pick up points. Make use of essentials boxes, clothing swaps, food banks, car sharing, and other mutual aid.

Create a Campus Care Map – noting where different support is available, from whom, and when. That could include union representatives, library; chaplaincy; study services; welfare and disability officers; International Students office; undergraduate and postgraduate offices/departments; Occupational Health; counselling; healthcare; or other sports, entertainment, or leisure areas. Note if there are any barriers to access and feed that back to said departments. Human Resources and Security have a mixed reputation for helping, so consider with caution noting some students or staff may be less safe to use them. A list to help you remember this information and to use when creating Campus Care Maps or identifying support pathways is below.

Signposting to Support. That includes specific information about places to get help on campus; the offer to set up appointments or organising introductions for those that need it; or directly enabling people to attend meetings with other sources of assistance as required (for example, you ensure a translator is present, or you take the person to see whoever is next in the chain to help). Signposting can extend to reputable, accessible and inclusive external sources of assistance, advice and care. When Signposting remember you are not shutting down conversations or pushing people elsewhere. Instead you are recognising their issues, listening to their concerns, then explaining your own limitations and boundaries before enabling them to access the most appropriate source of information or care. Where necessary, particularly if many people share the same issues or concerns, you may approach organisations or experts to provide group instruction or assistance on campus or online. It’s important to note in times of dispute, closures, or state interference resources that you or wider communities might previously have been signposted to can be blocked or removed. For this reason you may need to identify alternatives, retrieve information, or rebuild links. Working with colleagues in other locations may be essential, particularly when signposting to resources for vulnerable people (e.g. those at risk of violence, persecution, or denial of healthcare).

Listening Services are used in a range of settings including education, industry, the third sector, health and social care. A Listening Service refers to the provision of a dedicated, confidential space where people can share and reflect on feelings, problems and experiences. It can be referred to by any name an organisation wants and is designed to be adaptive and responsive, Listening Services increase a sense of belonging, security and being welcomed and work best in whole-organisation, joined-up approaches alongside other support and instruction. They are not a replacement for teaching, supervision, therapy, legal advice, disability diagnosis, or medical care but can be invaluable in crisis situations or longer term disputes or conflicts, or where there is a high need for support that cannot currently be met through existing mental health services, counselling or pastoral care provision.

Learn how to give physical and psychological first aid. This may be particularly relevant in situations of conflict, protest, or danger. Or where access to mental and physical health care is restricted or services are cut. Information on how to learn these basic skills can be found in this post that contains free videos and resources in different languages.

Establish a Sanctuary Campus (what that includes is explained here) or lobby to become a Sanctuary City (or town, or village) offering shelter and refuge to those in need of care. That could extend to offering a room in your home, or sharing meals or bathing or laundry facilities for those that need it.

Create opportunities for friendship and mutual protection in and outside your institution. That may be through Friendship Benches, connections with other faith or community groups, potlucks, or other social events. Sharing hobbies, interests, film or book clubs, or other social events can be a respite in difficult times, alongside building confidence.

Book swaps, resource sharing, updates on crucial information, crowd-sourced legal advice, or other essential networking can also reduce feelings of isolation and fear, while enabling greater clarity and a shared sense of purpose and calm.

These connections are also crucial at moments of redundancies, or other dangers, risks, accidents, arrests, or raids. They can serve as an early warning system to alert people to take action; remove, hide, or destroy information; seek legal representation; flee; protect others; or safeguard themselves. The more people around – on or offline – means the more we can keep one-another forewarned and protected. For colleagues in the US there is further information on rights, including for immigrant and undocumented citizens via ACLU and the National Immigration Law Centre (multi language versions available). Additional resources are listed in Part 8 and you can add your own in the comments.

Tense, unpredictable and frightening situations make us react badly (see Parts 1 and 2). Be alert to your feelings and responses, channelling anger or frustration to appropriate targets rather than taking it out on each other. Use professional assistance if needed to counsel, care and de-escalate issues in your community.

You may have other examples to enhance and deliver Communities of Care and related sharing activities, please share these in the comments. Remember, whatever activities you are doing, begin with the most vulnerable. Ensuring accessibility and inclusion is key to everything you offer, adjusting with feedback if anything needs to adapt. For example, if you’re doing a meal swap, ensure a variety of food that is suitable for all. Accounting for allergies, dietary preferences, and faith requirements and served in locations and with crockery and cutlery all can use, alongside places to sit (including chairs and tables at reachable height).

Remember to create Communities of Care and other acts of solidarity in ways that are also adaptable and inclusive for those on placement, doing fieldwork, who’re unable to come to campus, or who have either left or been made redundant. This ensures key skills, knowledge, friendship and historical expertise isn’t lost. While also meaning those who are victims of institutional or state neglect, rejection, or violence continue to have a safe haven with their peers and wider communities. Something that can be essential after job loss, relocation, displacement, or if institutions cease to function or are destroyed.

Accepting community-building may not be straightforward

If this is a new area to you, or these ideas make you feel threatened or irritated, it may help to read some of the resources for teaching linked in Part 8 and discuss with colleagues about how inequalities and oppressions inform your area of social/science/health and what you can do to acknowledge, address, and challenge them.

This may be particularly challenging where accountability is necessary. Activists, scholars at risk, and other communities have called for assistance and change or warned about impending dangers and harms. Some areas of education, health and social care both perpetuated harms and actively ignored or devalued previous attempts to challenge or resist, deeming issues irrelevant or themselves ‘non partisan’ or ‘apolitical’. That has included failing to back colleagues that have been arguing in the defence of research, particularly around politics, economics, health and social care where research policy, practice and evidence is necessary for healthy and functioning populations.

There could be uncomfortable divisions and wounds to heal for those who knowingly or unknowingly colluded in the past or benefited from the kinds of problems that are now at their door. Caring for oneself and support from mediators and community elders and intermediaries may be especially important if that is an issue at your institution. Not least because any ill-prepared and/or divided community or group cannot care for themselves, each other, or exert power when needed.

Conflict may also arise where people have different priorities or ideas about how to reach a shared goal (and some goals may not be shared at all). This can be difficult and painful to process, and wanting to help may also mean learning when to step up, when to hold space for, when to stand aside, and when to stay silent. We all make mistakes. All of us want to be liked. It’s tough when you think you’ve done the right thing and discover that perhaps you haven’t. The challenge will remain helping people understand where they may have messed up and being able to cope with criticism. If you’ve got resources on how to help people navigate this process, on understanding diversities and intersectionality, or tips on activism if it’s something new to you please add in the comments.

Remember, if you are new to the area of help-seeking, help-giving, resistance, organising, or struggle it is important to learn from others who’ve experience, plans, resources and proven approaches (there are links to resources, toolkits and organisations to assist with this in Part 8, but please feel free to recommend your own). Many of us that work or study in universities or other research settings can be lulled into a false sense of security that because we’re in a smart place, perhaps doing clever things, that we are automatically skilled to do all kinds of other complex and challenging tasks. It’s appropriate to note what you don’t know and to listen and learn, rather than to try and take the lead when you’re not experienced. And to allow those who are skilled and experienced, including those who’re not based in institutions or are not in academic roles, to educate you, help you plan logistics – and lead.

5. Personal safety and wellbeing

Looking out for your own wellbeing (Part 2) and supporting others (Part 4) can greatly enhance your sense of safety. However, there may be additional checks you need to follow, particularly in times of rapid change, inspections, raids, lay offs, protests, or dangerous situations (including conflict).

General welfare, security, practice and drills

It’s important to have clear safety plans and procedures for the immediate environment (including fire safety and other hazard awareness and training); plus protocols for managing physical and emotional safety of students and staff (including those working through news reports and on social media). These may be things that previously haven’t seemed that important, or perhaps even dull. Refreshers and practice drills in safety are vital during times of risk where they are more likely to be needed. These may also need adapting if there are changes to work or study locations, legal requirements, breakdowns in communication, or campus invasions.

Your Campus Care Map (see Part 4) can include details of core staff and department within your institution who are responsible for health and safety protocols, practices, equipment and training (again noting these may be compromised in times of cuts and shut downs). You may also want to identify charities, support organisations and other groups outside your institution (accessible on and offline) who cover personal, physical and environmental safety.

A list of safety organisations, toolkits, protocols and support groups can be found here. It is designed for you to use as a lone worker, or collectively with colleagues to inform your safety needs and identify specific actions you may need to take.

In times of threat, change, or challenge, some people shut down, others need to talk it through a lot, some have good support networks, and some don’t (see Parts 1, 2 and 4). Create spaces that allow access for all that need it, to cope in diverse ways. That may include recording adverse events, debriefing, Listening Services, peer assistance, or counselling (if required/available).

Check in with one-another regularly, note if anyone’s absent and have a protocol for checking on people’s safety. That might include installing location tracking with consent on one-another’s phones; a set time to call one-another; or another registration system (noting the risks of external surveillance in situations of risk).

You might want to use buddy systems or WhatsApp groups to keep in touch with one-another on a less formal basis, just to improve morale and share key information (again noting risks of surveillance, if relevant). Alongside regular in person or online group catch ups. When people are busy or stressed this may be one of the first things to go, but it is essential both for mental wellbeing, but also to ensure key information isn’t lost.

Keep records and minutes of meetings (either in writing or audio/video recording) this helps ensure key instructions, actions, or other information isn’t lost, and may be crucial evidence for the future. In cases of disputes, industrial action, or acts of rebellion and resistance documentation may be vital as proof of illegal, discriminatory, or otherwise unfair action by employers or the state.

Be alert that those who’re already most vulnerable and marginalised are usually the most likely to be targeted or ignored in crisis situations, so prioritise their needs and ensure they know what to do in an emergency, particularly if they cannot reach those in their support network (see Part 2), or are at risk within buildings or other locations during fire, flooding, adverse weather, or campus invasion.

Train one-another in physical and psychological first aid (see Parts 2 and 4) and also seek training in handling confrontational situations, negotiation skills, breakaway techniques, self-defence; alongside your rights and what to do if you’re called for a disciplinary meeting, or are arrested or detained (Part 4 above plus links in Part 8 of this post have more information and sources of expert advice you can draw upon). Some schools, Pupil Referral Units, hospitals, social care agencies, local councils and universities already offer in-house training on this, but you can also ask for it to be provided (possibly via your union) or identify experts that can help with online or in-person instruction. As already stressed, you may need legal advice that is independent from your organisation, make sure if you are taking action to safeguard yourself or others, or remove or archive materials someone has guided you on ways to do it that minimise risk and harm to yourself and co-actors.

If you are not up-to-date with immunisations, routine medical tests, or prescriptions and have the opportunity to get this done, do it in advance of potential cuts, disruptions or closures.

Many people who are immunosuppressed or otherwise disabled are very much at risk in unventilated and/or crowded spaces so mask wearing may be an important access need, as may offering hybrid sessions for support, training, or updates for those who need to remain at home or are unable to travel.

Remember, the time to learn about safety drills, plans and procedures is not in the midst of an emergency. Where possible focus on safety, security and welfare plans in times of calm, or when adverse events are anticipated, so if the worst does happen everyone knows what to do to protect their wellbeing and that of others.

Personal safety

Ensure you have all essential legal and personal documentation, paperwork, passports, certificates, passwords etc for you and dependents safely secured (including copies where feasible). Communicate with colleagues to identify and support anyone who has mislaid, been denied, or otherwise lacks essential and official documentation. This may include work records needed in redundancy cases, through to official paperwork allowing for benefits or citizenship.

Back up everything you are able to. That may become harder if things are deleted, removed, or destroyed. If you are aware your work is at risk, save all you can. Work collectively (if safe) to archive information. Be as precise and careful as possible to maintain integrity.

Datasets, past papers, protocols, your personal archives and other records may be more necessary than you know. That may include photographs, emails, minutes of meetings, or hard copies of toolkits and reports, even textbooks. Again, save all that you can. Forward to friends/family elsewhere if needed/possible, being alert to security, safety, data protection and encryption as you do so. This may be particularly important if dealing with health-related data or records or information about vulnerable or at-risk individuals or community groups. Librarians may be key to this.

Equipment, materials and other tools may be more difficult to remove and may need to be in situ. If work is stopped but it’s still possible to practice research techniques and maintain equipment, continue to do so for as long as possible.

Collect information because it can help continue work, ensure progress isn’t lost, allow things to resume, or help defend your field and promote the importance of your work.

Safety planning

Create safety plans within your organisation to ensure everyone’s mental and physical health is prioritised. Existing expertise within your institution from those trained in welfare and pastoral care can be invaluable (see Part 4). These plans may focus on the environment, physical safety and mental wellbeing. The Health and Safety Executive, UK has lots of templates and guides for this (browse their site for more information, while remembering your own organisation will have specific guidance too). While the charity Hesperian has an invaluable Worker’s Guide to Health and Safety. In some cases a safety plan is needed for those at risk of suicide which may be relevant if situations are becoming intolerable, or if mental illness is triggered or worsened by ongoing threats, changes, or dangers.

Safety Scripts (as described here by Katherine Firth) encourage you to create scripts or plans for managing challenges, accidents, disasters, or emergencies. Using these to reflect on what may be helping you, where further training may be needed, or what may not be working to your advantage.

Those who work and study in universities or do research in other fields are used to responding promptly and obediently to requests, particularly from management, funders, or at government level. In times of crisis, disruption, or when facing disadvantage or danger you don’t have to act swiftly, or even respond at all. Particularly if stalling is to your advantage.

Don’t make it easy to hurt anyone else. You don’t have to share things you’re not asked for if they might harm or disadvantage you or another; nor, for that matter, do you have to share things if asked. You can feign ignorance; fail to remember where things are; lock yourself out of systems or databases (while ensuring contents are backed up elsewhere); stall; obfuscate; or refuse (get legal advice on the specific wording to use in the case of the latter). Brave leadership will support you in this, or even head off any unwanted or unfair intrusions, demands, proposed cuts, challenges, or threats.

Beware those who pose safety risks

Physical, mental, environmental, or collective safety can be compromised by many things (see above), but can be hampered by those who’ve either been excluded from learning about or following safety procedures, or who are actively obstructive.

Where possible reach the widest range of people in your support network, department, institution, workplace, union, or professional organisation. Prioritising the vulnerable and marginalised, and appreciating not everyone will be able to participate in drills, training exercises, or awareness raising, or may have previously been prevented from doing so. This means enough people know what to do, should the need arise.

However, during difficult and dangerous times you will also encounter people who act to:

discourage
derail
distract
discredit
or sow dissent and disinterest

Safety and wellbeing can be jeopardised by these naysayers, trolls, strike breakers, and mischief makers. They obstruct action, while undermining resistance, help seeking, or help giving.

At times of crisis and in toxic environments we can be quick to judge, so note that some of these behaviours can be a survival or a stress response. In which case understanding and care may be the more appropriate reaction. Alternatively, it may be a deliberate act of sabotage. Either way it has the same effect.

It breaks communities or prevents support networks from forming. It reduces collaboration, increases anxiety and mistrust, and stops those in need from getting care. While (naive) cynicism, point-scoring, competition and put-downs are trademarks of toxic academia, they will not help us when people are facing redundancy, discrimination, dismantling of systems and institutions, funding removal, or more severe dangers.

This may manifest as outright obstruction, collusion, ‘obeying in advance’ (see the start of this blog post), or general negativity. You may find it helpful to have responses ready for common reactions such as:

“Nobody’s doing anything” – yes they are! Document, share and showcase successes, resistance, and other positive outcomes.

“We/you can’t make a difference” – yes we can! Indicate where progress has been made and the advantages of small, collective action.

“That’s not enough” – it’s a start. Indicate how everyone has a role, and how enough small actions can lead to far bigger changes.

“You’re too radical/not radical enough” – we’re all going to approach this in our own way, with our own resources, based on our unique skills and histories. I’m open to suggestions to improve my practice, but if you want to do things differently please go ahead.

“It’ll never work” – we won’t know until we try. And if we don’t try we will never know.

“Don’t you care about [insert other issue]” – yes. It’s possible to care about other issues while focusing on this one. Point out areas of similarity, collective action, and solidarity.

“Why aren’t you talking about [insert other issue]” – point out if you are; acknowledge if your focus is on a separate concern; recognise solidarity can extend to multiple areas; and that you don’t have to be broadcasting all your views on social media to be taking action offline.

“You’ve never talked about this before” – note if you have. If you haven’t discussed issues prior, you can simply say ‘now I am’. We all come to things in our own time and for our own reasons. Nobody knows what our journey has been to get here.

“You’re just in this for yourself” – absolutely! I want to stay safe. But I’m looking out for myself as I enable others.

“This is scaremongering, nothing bad is going to happen” – let’s hope not. But it’s better to be prepared. Solidarity is always better than coping alone. (Alternatively, if bad things are already happening it is appropriate to point them out, note why action is needed, and perhaps alert the dissenter to the fact that while they’re not at risk, others are, and they also may be in the future).

Be wary of those who derail or delay by picking over small points; highlighting irrelevancies; restarting things that are well established; who fail to acknowledge or credit others; or sink things under bureaucracy. For example I’m anticipating, in response to this blog post, someone will find fault with a link to a particular organisation or dislike one small piece of advice, using that to devalue everything else I’ve written. It’s tedious, but can be upsetting, particularly if this hasn’t happened to you before; or when time is of the essence or you know others are at risk.

That said, it’s completely fine to use these obfuscating responses yourself when confronted with threats or danger. But when it’s deployed against you, it’s equally appropriate to ignore (relevant feedback, however, should be heeded and having colleagues to provide context and clarity is essential).

Be alert to how distracting and exhausting this may be. Sometimes the best answer, in person or online, is nothing. Particularly when you know someone is acting in bad faith.

Social/media safety

In times of crisis (internally or externally) your instinct will be to keep tabs on everything. In a fast moving, difficult situation that may be challenging or impossible for one person to manage. Assigning people roles to check information and collate it may be more efficient. That could include daily checks on the news (journalist Liz Neeley is collating weekly essential news summaries for you to consult); gathering information from trustworthy social media accounts; or following blogs or other organisations who’ll be aggregating key information and providing instructions for action and care (some of these are listed in Part 8). Key messaging that needs to reach colleagues or the public can also be managed by you and distributed through these channels.

That said, if you monitor all the awful things, everywhere, you’ll make yourself unwell and will lose focus (see Parts 1 and 2). A large part of my job is listening to other people’s problems. I cannot do this effectively if I am continually tuned into all the horrors of the world and I recognise the more I tune in, the more compelled I am to seek out even worse information. Equally, I appreciate without some information and updates on world affairs I can’t advise, signpost, care, or join with others. The solution that works for me is to focus on my immediate area of concern, while carefully rationing what social media (and news) I consume in terms of duration, sources, and how I respond.

Concentrating on your immediate team, department, institution, or local network may feel selfish in a backdrop of wider world events, but might be important mentally and logistically

If you are aiming to resist, organise, mobilise, protest, or otherwise take action, some core announcements will need to be public. But the majority of your planning should be kept off social media and shared only with those that need to know. Especially if you’re supporting vulnerable colleagues.

In situations where presenting an organised and united front is necessary, be alert to aforementioned divisions and consider ways to communicate and deal with important internal discussions and disagreements. Playing these out publicly, particularly on social media, can impact morale, or allow bad actors to manipulate. There will always be situations of disagreement or where sensitive decisions must be made around negotiations and actions, in such cases private discussions are crucial, particularly when sharing bad news or pointing out where people need to make changes or rectify errors and more emotional support and practical instruction is required.

Remember, endlessly monitoring social/media, being drawn into online disputes, or consuming news to the point that you are (re)traumatised may be an understandable response (see Part 1) but is not helpful to you, your colleagues, dependants, or loved ones. It also isn’t activism, even if it might feel like it.

There is no need to reach for the news or check your socials as soon as you wake or just before bed. You can time-limit and ration access as a communal act of information gathering and sharing. Making space for pleasant, silly, funny, uplifting or other content either online, or in other mediums (e.g. books, film, theatre, radio or TV); and for connecting with friends and colleagues on or offline (see Part 4).

Think carefully about what you share. Validate information and check sources. Noting that amplifying stories or images in times of accident, disaster, or conflict may cause additional problems for victims and wider communities. This guide explains responsible social media use in accidents, emergencies and other crisis situations (in English and Swedish, the website has other helpful general safety advice).

If you’re approached to talk to the media over departmental cuts, changes, restrictions or other problems do so with care. At this time it’s vital to amplify messages and get stories to the public – particularly emphasising the harms that will befall communities and countries if research is halted or ended. However, there may be risks to you or your wider family or colleagues. If you have a media office, they can advise (noting if there is industrial action or other threats to the institution their role will be to protect the organisation, not you). Or you can provide information to journalists anonymously, via a trusted third-party intermediary if safer.

Take care with passwords and other security measures for your socials – including posting identifiable information (of you and others). It is entirely appropriate to mute, block and report. You don’t need to defend or explain any decisions you make to protect yourself on or offline.

Additional guidance is available on managing attacks following research communication on social media (in German and English) and on researcher welfare in situations of online extremism and terrorism.

6. Practical actions for resistance

This section lists, in no particular order, lots of different options for you to consider, try out, and share with colleagues. And that wider communities, friends and family can also join in with if you need strength in numbers or external support. These ideas come from my own practice, teaching and pastoral care; alongside ideas for organising and community building from colleagues, family and friends.

When you’re feeling overwhelmed or worried your mind may go completely blank when considering possible solutions and responses. Or you may feel like there’s too many choices, leaving you feeling powerless. You might worry the main suggestions of getting out, protesting, taking action or lobbying require the time, energy, resources and health you don’t possess.

Remember, you don’t have to do all the things at once. You can pick something you’re good at and keep persisting. And if all of us, collectively, continually do small things, big things will happen. This section is about considering possibilities and weighing up how you can join in and contribute, rather than berating yourself for not doing enough or stressing over how you’re doing it.

Firstly, ask yourself what can I do to help bring change? You may already have ideas from reading this blog or other things happening in your workplace or community, but you can also connect with people who want to make a difference; identify what is going on that you can join in with; alert colleagues about events and issues; while learning about what is happening locally, nationally and internationally.

Signing petitions and sending emails may not be all that effective but can have a place and may boost morale. Use strategically and critically.

If you can, call in person. Contact government officials, your member of parliament/congress, or any other authorities that relate to your area of concern. Give your details – name, who you are, where you live/work, why you are worried and what you would like them to do. Note the date/time of your call, and any response. Publicise said responses if appropriate and safe (for you and them) to do so. There’s advice here if making such a call would cause anxiety or distress, or if you struggle with shyness.

If you feel you cannot report things in person for fear of reprisals, ask a friend/colleague to do so or write anonymously (noting this may not be acted upon). Ask colleagues, friends and family members in other, currently safer, locations to write or lobby on your behalf.

Attend meetings virtually or in person – either to find out more about action/protest or to discuss with politicians, universities or funding bodies about priorities and action. This may be a useful way to get up to speed while avoiding endless doomscrolling (see Parts 2 and 5).

Remember that with countries tightening border and immigration controls, getting into or out of countries may be difficult for certain individuals and groups. Hosting events in countries that are easier to travel to and from, or having opportunities for virtual attendance may be more safe and inclusive.

Plan to disseminate information in multiple formats and languages (as needed) across different platforms to reach those who couldn’t attend, who may struggle with note taking or remembering, or where further action and reflection is needed. Do this prudently, noting what is sensible to share in the public domain and what may be better kept under the radar (e.g. in cases of dispute, planned action, or immediate risk).

If you’re hosting talks, webinars, or other events, prioritise accessibility from the outset. The EHRC have a useful guide on making events accessible, but you may have your own resources to add to the comments. (I’ve separately got lots of resources on inclusive and accessible teaching, design and pastoral care, if you need this, just ask).

If things are closed to you due to travel, cost, distance, venue/event accessibility etc then communicate that with organisers. For some events bursaries, per diems, childcare facilities, or travel grants may be available.

Join or set up existing lobby groups, protest rotas, support networks, or friendship/buddy/ally teams (see Part 4). Responding to requests for information, help and support and disseminating resources (as in this blog post) can also be much appreciated.

Don’t assume something that’s been shared once has reached its intended target, you may need to share the same message many times, in multiple ways across as many spaces as you can find.

Use social media – to learn, reflect, connect, organise, raise awareness, and build momentum. Remember safety issues within this (see Part 5, resources for this are also listed in this blog post).

Write letters to newspapers, blog posts, articles, and give media interviews with clear messages about what the problems are and what people need to do about them. Get media training if you need it (many institutions offer this, although be alert they may not endorse off-institutional brand messaging). If you’re already skilled at social/media use or engagement, offer to teach this skill to others. Journalists are also working in challenging conditions and many will be interested and sympathetic to your cause – telling them about redundancies, closures, cuts, or direct harms provides a story, but you can also fill in the crucial context they may be missing. It might be you don’t need to be quoted in everything, but share a dialogue and work collaboratively. This includes academic media, but extends to other print, online, and broadcast outlets.

Create media campaigns – identifying who you want to target, supported spokespeople, core messages Keep your messages clear while conveying the risks and harms to wider communities and populations as posed by any cuts, redundancies, closures, defunding, or destruction of work. Get others that are affected on side to support your arguments or indicate how they will be adversely affected – for example a patient group, aid organisation, healthcare workers, or charity can speak to the impact of funding cuts, withdrawal of assistance, removal of data, blocking research, removing public information, or dismantling wider medical, social, or healthcare systems.

Ideally provide some hard hitting data, headline concerns, and case studies who’re willing to be interviewed, or collate verifiable stories if that is safer for contributors. (There’s more on media training and communication in Part 8 with organisations who can help you put this into practice). Remember, many of the activities listed in this section and elsewhere in this blog can be newsworthy. Talking about the barriers faced, but also activism, resistance, building Communities of Care or institutional-neighbourhood support or mutual-aid are all important to broadcast (while ensuring nobody vulnerable’s safety is compromised).

Staff and students have a lot of hidden talents that you may not initially consider. You can share your skills to help with budgets, finance, fundraising, note taking, recording, data collection, sharing information, networking, videoing, dissemination, de-escalation techniques etc.

You can organise or join marches, join sit-ins, teach-ins or support industrial action – virtually or in person. If events don’t directly apply to you but you approve of their message, amplify and endorse those actions that are already in the public domain. All of this builds connections between workers and communities across affected areas.

Offering friendship is vital to boost morale and let people vent as needed. You can provide a listening service on or offline using email, Zoom, Teams etc, or other social media to help people feel connected and less isolated.

Be ready to move forward as needed. That means no single person has to bear the bulk of any organising, planning, or speaking out. It also means rest can be embedded in everyone’s practice. And those who may be floundering or going under can be spotted and supported to recuperate while others take over. All of us can hold the line in our own ways, within our own circumstances and energy levels. None of us have to be a lone hero. We also don’t have to do this in person, holding the line and giving advice and care can also happen virtually and remotely.

Holding space is an important act, showing people you are there for them and able to be alongside them. Particularly those who cannot be physically present at events/actions but want to be. That may include passing on information at events from those who’re unable to be there, setting up online protests to record the voices of those who can’t attend in person, or reminding others where their positions of privilege may be leaving others out.

Where knowledge is liable to be limited, discredited, manipulated or fabricated (see Part 3) look to share ideas locally, or online (with low cost/free/multi language/level resources as required). That might include archiving and saving resources, records and data – you can do this via datarefuge; making data open; mapping activities; library talks, volunteering in schools, supporting people’s university/public education projects; and wherever you can passing on accurate information about climate change, vaccination, healthcare, reproductive justice (noting again the many experienced individuals and organisations with resources you can make use of).

Where possible you should host or back up repositories, archives, and online resources outside your institution in case of direct government cuts or closures.

Alongside information, resources, toolkits and data being removed or destroyed, research-informed endeavours (including healthcare) may be defunded or wider benefits removed. Alerting wider communities to these actions is vital to ensure alternative fundraising, mutual aid and volunteering efforts can proceed.

Professional organisations, universities, hospitals, NGOs, research councils and funding bodies that are not directly at risk or under closure can all support calls for help, amplify successful action, or assist in archiving and storing information. Collectively, and at the highest level, they may have more influence than individuals or small groups within institutions (although can also be guided and informed by them). They are also well placed (and potentially funded) to organise events for solidarity, respite, and care.

Moreover, they can back their membership to utilise existing structures, protocols, guidelines and other mandates around ethics, care, justice, safety and rights to push back against unlawful and unjust actions that may damage health on a national or global scale; or break other essential systems of governance; alongside placing minoritised individuals and groups in increased jeopardy.

Fundraise or donate to organisations supporting marginalised scholars and any health or science programmes currently at risk.

If you are planning on attending protests or other industrial action learn to give physical and psychological first aid.

You can donate books, resources or other materials to others who need it. Make your papers open access (or if you’re prevented from doing so then blog easy read versions of findings others can use). As mentioned, back up and save these outside of your institution.

Making meals, sharing food, cups of tea, or giving a space at your table (if you have the resources) are much forgotten acts of kindness (see Part 4).

Be a safe person others can turn to – to offload about problems, work etc (noting you may also need support and, in some circumstances, legal advice about what you can be privy to and what you may be compelled to disclose). Here are some tips if you want to send information to the media anonymously.

Talk to your colleagues and students about inequalities, world events, and provide life skills to help them navigate and negotiate changing and challenging political situations. Noting also those that may be already disadvantaged and require additional support, security, and care (see Part 2 and 4 above). You may find the resources in Part 8 helpful.

If you’re unable to work currently due to cuts or closures, use the time to make notes on what is happening, archive materials, teach others, or undertake further learning for yourself, while maintaining equipment, tools etc. These tasks are partly evidential, but also ensure there is less work to do to catch up if/when you can resume your work or move on to a new career.

314 Action are training up those with a STEM background to run for office (US).

If you’re heading off on a demonstration, you might want to knit a brain hat or other memorable designs (or knit for others if you’re a crafty type). Craftivism is also worth exploring, and if you’re making any posters or placards here are some art tips for activists. You should also think about digital security if you are protesting.

If you’re involved in any public events, actions, protests, or programmes please post in the comments!

If you are in a fortunate position…

While education, health and social care are under threat, there are still many who are in tenured, full-time, well-paid positions, with supportive employers. If this is you, and you want to help, then thank you for joining in! You have multiple opportunities to support others, some of which you may already be doing and want to share in the comments below.

You could also offer your facilities for demonstrations, teach-ins, and meetings. Speak openly in support of those whose work, disciplines, or subject areas are adversely affected. This can be at meetings, to politicians, in the press, or on your own social media. Stand by/up for colleagues and students facing disciplinary proceedings, dismissal or redundancy as a consequence of political/academic cuts. Note, and expose, how other institutions may be colluding with existing regimes that harm science/academic practice.

Offer safe spaces to study for refugees. Archive, collate, store and disseminate any research data currently at risk of censorship, redaction or manipulation. Share information about where cuts, blocks, silencing and manipulation of science/health is occurring (see also Parts 4 and 5).

7. Who else can help?

You can get advice, information, instruction and guidance from unions (see Part 4), lobby groups, NGOs, charities, and activist networks (see Part 8).

Ask a Veteran Activist! Many people in their 50s, 60s, 70s, 80s and older have been doing this work for decades. They will have already lived through disruption, conflict and change. Ask them – what happened before, what have they learned, what can they share? Can they advise you and can you support them?

Get legal advice. Connect with lawyers who can support you. This may be arranged via your institution if it’s resisting on behalf of staff, students and wider communities; or organised via a union in case of industrial action, disputes and redundancies. Or you may prefer to seek legal advice yourself, or pool finances and pay for a lawyer with colleagues. In the latter case, ensure the lawyer has experience with your specific situation and institution to get correct instruction.

Other disciplines have been addressing these issues for decades – e.g. arts and humanities, healthcare, climate sciences, people’s/public universities. Academics in countries previously affected by repressive regimes,or those who are refugees, can give you insights into their experiences and ideas on what push back to expect. What archives, resources and experiences do they have about what happened in the past and how people dealt with it? What did and didn’t work?

Keep things in perspective. But seek advice per your immediate situation. For some researchers that crisis is redundancy and cuts. For others it’s state-level defunding, interference and surveillance. Still more are impacted by conflict, war or displacement. Others by scholasticide.

Within challenging times for those in research environments and their surrounds, solidarity between disciplines, institutions, countries and communities is vital. Noting while distress is shared by all who’re struggling, for some these crises are life threatening. Those not directly affected can find ways to assist.

8. Sources of support and further reading

This isn’t a comprehensive list. Rather it’s a compilation of resources I’ve used or others have recommended. If you have additional resources to share, particularly as we move through challenging times, please message me or leave a comment and I can incorporate them into the list below.

These resources were compiled by me and suggested by colleagues and is not a comprehensive reading list. If you have other resources, groups, courses or reading lists to recommend, please add them in the comments.

There are more resources to help with research, funding, study skills etc here.

Thanks for reading!

As already stated, this blog post is not intended to be a comprehensive guide, more an opening for you to share your activities, tools and calls for help/action – so please do share in the comments. I note I’ve listed a lot of ideas about potential actions, but not much instruction on how to make them work. For some topics (e.g. Building Communities of Care, Signposting, researcher safety and wellbeing, and academic mental health) I’m happy to offer further support and training. However, if you also have expertise, experience, guides, or recommendations for books/websites etc please do share in the comments. If you don’t feel safe posting then you’re welcome to email me (info at drpetra dot co dot uk) and I will post on your behalf.

And, finally, I appreciate it is a well-worn phrase, but please be kind, these are scary times and none of us knows the circumstances each other is facing.

I’ll leave you with a comical example, originally an advert for bus travel, that again reminds us how we’re #StrongerTogether.

Supporting each other through difficult and challenging times

Who is this guide for?

Why did I create this guide?

Stop reading and do this first!

Be vigilant about your own energy levels and wider wellbeing

Disclaimer

1. Your immediate reactions

How are you feeling?

Make yourself go slower

Do not obey in advance

2. Ways to help yourself

Calm

Connect

Take control

Check in with yourself

Spread cheer

Note your circumstances

3. Where are we now, how did we get here and what’s gone before?

4. Building Communities of Care

Accepting community-building may not be straightforward

5. Personal safety and wellbeing

General welfare, security, practice and drills

Personal safety

Safety planning

Beware those who pose safety risks

Social/media safety

6. Practical actions for resistance

If you are in a fortunate position…

7. Who else can help?

8. Sources of support and further reading

War, conflict, refugees and asylum seekers

Trade Unions and resources for organising

Redundancy

Security and anti-abuse advice

Independent and Adjunct Scholars

Minoritised staff and students

Indigenous and Native scholars

Human rights

Teaching resources, guides and tools

Media guidance, training and networks

Thanks for reading!

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