Remote Working Linked to Elevated Stress Among Academics Across European Higher Education

A recent study has highlighted significant differences in stress levels among academics depending on their work arrangements. Researchers found that those working fully remotely consistently reported higher stress compared to colleagues based on campus or in hybrid setups. The findings come at a time when many European universities continue to refine post-pandemic work policies amid ongoing pressures on staff wellbeing.

Background to Remote Work in European Universities

Following the widespread shift to remote and hybrid models during the COVID-19 pandemic, institutions across Europe have grappled with how best to balance flexibility and productivity. Countries such as the United Kingdom, Germany, France, and the Netherlands have seen varying degrees of return-to-campus mandates, yet remote options remain common in many faculties. This evolution has prompted fresh examination of how physical separation from the workplace affects mental health and job performance in higher education settings.

The New Study and Its Key Findings

The research, published in the journal Perspectives: Policy and Practice in Higher Education, compared stress levels across three groups of academics: those working fully on campus, those in hybrid arrangements, and those working remotely. Survey responses from 265 participants revealed clear patterns. Remote workers scored highest on measures of feeling overloaded with responsibilities, with a mean rating of 4.084 out of 5. On-campus workers reported a lower mean of 3.316 on the same question. Similar gaps appeared in feelings of being overwhelmed, where remote staff averaged 3.988 compared with 3.341 for campus-based colleagues. Pressure related to postgraduate supervision also registered higher among remote respondents.

Lead author Renier Steyn noted that the results challenge assumptions about remote work improving work-life balance. Instead, the physical separation of work and home appears more effective at creating boundaries when staff are on campus. Remote arrangements may foster perceptions of constant availability, increasing role pressure and workload expectations.

Broader Context in European Higher Education

Similar concerns have surfaced in reports from organisations monitoring working conditions across the European Union. Academic staff in the UK and other member states have described blurred boundaries between professional and personal time when working from home. Factors such as the need for constant online responsiveness, limited informal interactions with colleagues, and challenges in separating workspaces contribute to sustained stress. European universities operating under frameworks like the Bologna Process face additional layers of expectation around research output, teaching quality, and international collaboration, which can intensify when conducted remotely.

Impacts on Wellbeing and Performance

Elevated stress among remote academics carries implications for mental health, retention, and institutional effectiveness. Staff reporting higher overload often experience reduced job satisfaction and greater risk of burnout. In turn, this can affect teaching quality, research productivity, and student support. European institutions have noted rising demands on counselling services and wellbeing programmes as flexible working becomes more entrenched. The study cautions leaders that assuming remote work inherently reduces stress may overlook these dynamics.

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Perspectives from Academics and Administrators

Faculty members describe the appeal of remote work for avoiding commutes and managing personal responsibilities, yet many highlight isolation and difficulty switching off. University administrators emphasise the need for clear policies that support all staff regardless of location. Some point to successful hybrid pilots where scheduled on-campus days help maintain connections and clarify expectations. Trade unions representing higher education workers have called for greater investment in mental health resources and training on boundary-setting for remote roles.

Challenges Specific to European Institutions

Differences in national regulations, funding models, and cultural attitudes toward work add complexity. In the UK, ongoing debates around workload and industrial action have intersected with remote working policies. German universities have explored legal frameworks for the right to disconnect, while French institutions balance labour protections with academic autonomy. Across the EU, variations in digital infrastructure and access to suitable home working environments can exacerbate inequalities among staff.

Potential Solutions and Best Practices

Experts recommend transparent performance criteria for remote arrangements rather than reliance on managerial discretion. Establishing explicit expectations around working hours helps create separation between professional and personal spheres. Routine mental health screening and proactive support services can identify distress early, irrespective of work location. Hybrid models that combine remote flexibility with regular campus presence show promise in reducing isolation while preserving autonomy. Investment in digital tools that facilitate collaboration without increasing screen time is another area of focus.

Case Examples from European Universities

Institutions in the Netherlands have piloted structured hybrid schedules with protected focus time for remote staff. In Scandinavia, emphasis on collective wellbeing agreements has informed remote working guidelines. UK universities such as those in the Russell Group have reviewed policies following staff feedback on overload. These examples illustrate how tailored approaches can mitigate stress while retaining the benefits of flexibility.

Future Outlook for Remote Working in Higher Education

As European higher education continues to adapt, the study underscores the importance of evidence-based policy. Leaders are encouraged to monitor stress indicators regularly and adjust arrangements accordingly. The findings suggest that one-size-fits-all remote policies may not serve all academics equally. Ongoing research into hybrid effectiveness and long-term wellbeing outcomes will likely shape the next phase of workplace evolution in the sector.

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Actionable Insights for University Leaders and Staff

University administrators can begin by auditing current remote working policies against the stress patterns identified in recent research. Staff are advised to establish clear routines that signal the end of the workday, such as dedicated workspaces and scheduled offline periods. Professional development on time management and digital wellbeing can equip academics to thrive in flexible environments. Collaborative forums where remote and campus-based colleagues share experiences may also foster mutual understanding and innovative solutions.