In the academic world, it is common for researchers, professors, and students to dedicate endless days to work, even when fatigue, stress, or lack of motivation overwhelm us. This phenomenon, known as presenteeism, is characterized by being physically present in the workplace but with reduced performance due to factors such as emotional exhaustion, chronic stress, or health problems.

Presenteeism often appears to us, at first glance, to be a positive attitude. We perceive being present and fulfilling responsibilities as a sign of commitment, loyalty, and dedication. However, this practice comes at a high cost to both individuals and institutions. New studies confirm that presenteeism is closely related to burnout, a state of physical, emotional, and mental exhaustion caused by excessive and prolonged work demands.⁰

How does presenteeism show up in academia?

1. Long days without a break: Many academics feel that there aren't enough hours, and therefore we feel the need to work beyond the established schedules, even when our productivity decreases significantly.
2. Denial of rest: Academic culture often glorifies self-sacrifice, leading people to avoid time off or vacations for fear of repercussion or falling behind.
3. Working burnt out: Academics often continue to work even when we are sick or emotionally exhausted, prioritizing deadlines and responsibilities over our well-being.

Impact of presenteeism on burnout

Presenteeism fuels burnout in several ways:

• Emotional exhaustion: By ignoring our need to rest, our emotional reserves are depleted, leading to increased irritability, demotivation, and disconnection with work.
• Reduced productivity: Working long hours without adequate rest decreases the ability to concentrate and be efficient, perpetuating an inefficient work cycle.
• Impaired health: Chronic stress associated with presenteeism can lead to physical and mental health problems, such as insomnia, anxiety, and cardiovascular disease.

Why does presenteeism happen in academia?

1. High-performance culture: In academia, there is a constant pressure to publish, get grants, and excel. This culture often values quantity over quality of work, while simultaneously expecting "excellence". In addition, there is often also a culture of shaming and looking down upon the person who does not stay late at work, does not publish “enough,” or doesn't do enough service: “I have so many proposals, so many ideas that I do not have enough time, and if you do, it's because you are not as good as I am”.
2. Fear of consequences: Many fear that being absent or setting boundaries (both personal and professional) may be perceived as a lack of commitment, which could affect their evaluations or possibilities of promotion or finding another job.
3. Idealization of sacrifice: There is a narrative that associates academic success with personal sacrifice, perpetuating the idea that constant effort is the only path to recognition.

Strategies to combat presenteeism and prevent burnout

1. Promote a culture of self-care: It should be the academic institutions that promote wellness through support programs, sustainable working hours, and the normalization of rest. However, this often goes against the self-interest of these institutions, which benefit from the overexploitation and extreme productivity of their employees. This is why learning and cultivating self-care ends up in the hands of each academic on a personal level, making it also up to them to foster and model it for their teams and students.
2. Recognize limits: Academics must learn to identify their limits and prioritize their health without feeling guilty about it. This is often the crux of the matter, as the system itself generates guilt and shame if certain expectations are not met or if we speak publicly about our fatigue or difficulties.
3. Time management training: Learning to delegate, plan, and prioritize can help reduce the need to overwork.
4. Revising institutional expectations: It is possible to reconsider personal success metrics, focusing on personal growth, quality, and impact of work rather than quantity. Unfortunately, this only works on an institutional level which makes it harder to implement.

Redefining our experience in science

Presenteeism is neither a sustainable nor a healthy solution to the demands of academia. On the contrary, it perpetuates burnout and diminishes the ability to innovate, create, and contribute meaningfully. Recognizing this relationship between presenteeism and burnout is the first step to generating meaningful changes that benefit both individuals and academic institutions.

It is up to each of us to prioritize our well-being and define the meaning of academic success. In the end, sustainable productivity and self-care are not opposites; they are essential allies for a fulfilling and meaningful academic career.