SUS Interviews Professor Göran Kecklund on Recovery

As part of our advocacy work to strengthen students’ mental health and create a more sustainable study environment, we have interviewed Professor Göran Kecklund, an expert in stress, sleep, and recovery.

Göran Kecklund is a professor at the Department of Psychology at Stockholm University and has conducted research on stress, recovery, and sleep since the 1980s.

He describes stress as a natural part of life but emphasizes that recovery is crucial if demands are to be sustainable in the long term.

All of us are exposed to demands in life—we experience stress. For students, stressors may include both academic studies and private life. Stress cannot be avoided in everyday life. A life completely without stress would involve no challenges, and one would miss out on much of what makes life enjoyable. However, for this to be sustainable over time, a balance is needed, with periods of recovery between periods of stress. Recovery involves winding down, relaxing, and allowing the body’s biological stress systems to shut off.

He argues that sleep plays a central role in recovery.

Sleep is vital for recovery: sleeping too little or having chronically disturbed sleep makes it difficult to meet one’s need for recovery.

If recovery is successful, students are better able to cope with the demanding requirements of student life. That is the significance of recovery—and it is essential for our ability to manage stress.

At the same time, Göran emphasizes that the responsibility cannot rest solely on the individual.

I believe that universities, students, and student unions as representatives of students need to join forces on these issues. Supporting students’ recovery is a typical win-win situation that can improve both academic performance and students’ health and well-being.

Long-term stress without sufficient recovery can have serious consequences - both during studies and later in life.

It can result in longer time to complete one’s education, poorer academic results, and greater difficulty entering the labor market after graduation. In short, students are not as well prepared for working life.

There is much for society to gain from reducing mental ill health, such as long-term stress. At the individual level, reduced mental ill health can mean improved quality of life and a greater sense of satisfaction and well-being.

Regarding study pace, Göran notes that periods of intense workload are difficult to avoid, especially during exam periods.

Most courses are more demanding toward the end, particularly around examinations. These workload peaks often involve stress and sometimes insufficient recovery. However, stress at the end of a course is short-term and not necessarily harmful provided there is a calmer period after the exam, that is, a recovery break.

He sees clear benefits in recovery breaks between courses.

Being able to include a recovery break when transitioning between courses could likely reduce stress levels. SUS proposes 36 hours—personally, I think two full days (48 hours) is worth considering. In working life, there are regulations regarding weekly rest, and if academic studies are considered work, it is not unreasonable to have two days off before starting a new course.

If an exam takes place on a Saturday, it would be beneficial if the next course does not start until Tuesday. And whenever possible, exams should be scheduled Monday to Friday.

Regarding the proposal for a paid winter break, Göran believes it is reasonable from a recovery perspective.

From a recovery standpoint, I think it seems reasonable. However, there may be other barriers that prevent free time from being used for recovery—for example, the need to work in order to make ends meet. American research shows that recovery is impaired for students who have to work many hours, especially during intensive study periods.

That said, working during one’s studies does not have to be entirely negative. Work can also be restorative, as it involves doing something other than studying, which can help with winding down and mentally disconnecting from academic demands. Recovery is not only about resting or being passive; on the contrary, recovery can be supported by being active such as socializing with friends, exercising, or engaging in an enjoyable hobby. However, active recovery should not involve excessive demands or obligations.

In conclusion, he emphasizes the importance of universities taking clearer responsibility for students’ work environment and the value of investing more in strengthening knowledge about recovery both among students and teaching staff.

Students’ work environment simply deserves more attention.

Read the full interview HERE.