Similar to other ‘helping professions’ (e.g., counseling, nursing, social work), careers in higher education and student affairs (HESA) often come with limited salaries, ample hours, incessant political pressures, and consistent stress (Ardoin, in press; DeMatthews et al., 2021; Hricová & Lova Ová, 2018, Marshall et al., 2016; Saade et al., 2022). While some people know what they are signing up for and accept it as part of ‘paying it forward’, this combination of realities can hit hard, negatively impact well-being, and even cause burnout and attrition. Scholars such as Ardoin (2026), Chessman (2021), Lynch and Klima (2021) and Wilson and colleagues (2025) have written about the criticality of well-being in the HESA field. Accordingly, it is essential that HESA professionals forefront their well-being, and it is tactical for their employers to support them in sustaining it (McClure, 2025; O’Brien & Lynch, 2025; Perez & Bettencourt, 2024). Because the truth of the matter is that well-being shouldn’t be something we do when we are at our wit’s end and cannot be truly cultivated with episodic occurrences. Rather, well-being should be a central, consistent aspect of how we create our lives, including how we approach and negotiate our work.
A Master’s Cohort 20 Years Later
Acknowledging that more scholarship addresses why people leave rather than why they stay (ACPA, 2022; Burns, 1982; Evans, 1988; Marshall et al., 2016; NASPA, 2022; Nyunt et al., 2024; Rosser & Javinar, 2003; Sallee, 2021; Tull, 2006; Ward, 1995), we (Sonja and Scott) thought it would be interesting to use our own master’s cohort as a case study for the latter—those who choose to stay in HESA careers, albeit not necessarily in the functional area or even institutional division (e.g., student affairs) where they began their journey. Our cohort, the 2006 Florida State HESA master’s cohort, celebrated our 20th graduation anniversary in April 2026. Being “seasoned” professionals who are squarely in the “mid-career” stage invites natural reflection on where we’ve been and where we plan to go. We invited those in our cohort who have stayed in the HESA field or a related one—17 out of the 29 individuals (59%)—to offer their insights, and 13 of them took us up on the offer. Unsurprisingly, most of our careers have looked different than we initially imagined, though a few of us were adept predictors. This is the third in a three-article series for ACPA Developments about our cohort’s HESA career development, looking back over 20 years and forward to the next 20 years. The first article offered insights on why we stay. The second article outlined our career trajectories, including the possibilities and pivots that shaped our pathways. This one will showcase how we have (or haven’t) centered our well-being and fostered holistic lives for ourselves during the first half of our careers.
Super’s (1953) Development Self-Concept Theory
Super’s (1953) developmental self-concept theory, also called the lifespan theory, is considered one of the most influential vocational theories of the 20th century (Borgen, 1991). Super viewed career development as an ongoing decision-making process that aligned one’s vocational self-concept with a social context (Swanson & Fouad, 2020). He believed that people could find meaningful work in multiple occupations, and that an individual’s work identity may fluctuate based on their life stage, suggesting that the importance of work will ebb and flow over the lifespan based on competing life roles (e.g., student, caregiver, partner). Super (1953) theorized five life stages: growth (ages 4-13), exploration (ages 14-24), establishment (ages 25-44), maintenance (ages 45-65), and disengagement (over age 65), which he believed were linear but variable phases. For example, someone may stay in the exploration stage for a longer duration or “recycle through the stages” if they switch career fields (what Super deemed a “minicyle”; Swanson & Fouad, 2020, p. 138). However, these stages should not be used as deadlines for career or life milestones. It is more appropriate to view the stages as an arc and to recognize that the place where work falls on the priority list will likely shift between life stages.
Philosophies, Primary Priorities, and Practical Enactment:
Cohort Contemplations on Well-Being
The official definition of well-being is “a state of contentment, with low levels of distress, overall good physical and mental health and outlook, or good quality of life” (American Psychological Association, 2018, para. 1). If it sounds like a formidable task, it can be. Well-being is a dynamic, fluid state that is often altered by life circumstances and stages (Super, 1953). The pursuit and sustainment of well-being comes with numerous benefits though, including but not limited to increases in thriving, moral alignment, emotional fulfillment, honoring growth and successes, and health outcomes (McClure, 2025; O’Brien & Lynch, 2025; Perez & Bettencourt, 2024; Wilson et al., 2025). As we reviewed our cohortmates’ well-being stories, we were struck by the realization that we likely stayed in the HESA field, or adjacent ones, because we were able to figure out how to be well and do our jobs, at least eventually. Some of us started out on solid ground, while others recognized that we were standing on sinkholes and had to fix the issue before we fell to our demise. Regardless of the career stage (Super, 1953) in which we arrived at our well-being efforts, there were similarities at how we approached the endeavor—we each developed a philosophical foundation (though those philosophies were all individualized), we clarified our primary well-being priorities, and we actively enacted well-being practices. Illustrating these themes further, we offer snippets from our stories in a “conference panel” format.
Pluralistic Philosophies
Many of us entered the field knowing about the less traditional work schedule, limited compensation, and (over)reliance on intrinsic motivators. The realities of these conditions can pit our professional aims against our personal well-being. Our cohort serves as evidence that some HESA professionals begin their careers with helpful well-being philosophies, while others ‘learn the hard way’ and contend with burnout before focusing on well-being. Either way, what we discerned from our cohort’s reflections is that it is essential to develop an individualized, well-being philosophy.
Sonja: [So let’s be real, y’all.] I did not attend to my well-being very well from 2006-2010. I worked a lot and centered my career which meant I put everything else on the back burner. I’m not sure that was healthy (it wasn’t), and it was a hard habit to break. I’m still working on it, but now, I try to manage my career as part of my life, not the center. The first things on my calendar are personal and then I put in work around that. But I know some of y’all were more strategic about well-being from the start. What guides your approaches to well-being?
Lucas: [Welp. I’m no help here, Sonja.] I’m a bad example too. I was raised by the generation of student affairs professionals who lived and breathed their work. It was their identity. It took me years to start setting boundaries and seeing myself as something more than my role. I made choices and spent time that were good for my career but maybe not always great for my personal life.
Mary: As a younger professional, I also struggled with maintaining my well-being. I often stayed on campus late into the evenings and worked on weekends, believing it was important to be constantly visible and available for my students. While being engaged with students is valuable, this approach did not support positive self-care. Over time, I have learned to set healthier boundaries and prioritize balance. Maintaining this balance is a conscious choice, and it will continue to be a high priority for me.
Khadish: [We’re the recovering workaholics!] It took me a while to learn that success is best delivered and enjoyed from a centered place. When I am most centered physically, mentally, and spiritually I find that I am also most successful in my professional endeavors. Seeing them (well-being and professional success) as mutually reinforcing and not a zero sum game has been very impactful for me.
Jackie: [I hear you]. Early in my career, I spent a lot of energy proving myself and saying yes to everything. As I gained experience, I became more aware of the importance of rest, reflection, and sustainability. Accordingly, I have tried to be intentional about integrating my career with my life rather than treating them as competing priorities. I have learned that being present at home and taking care of myself ultimately makes me a better leader at work.
Scott: [I’m the opposite. I don’t integrate. I separate.] I’ve always been very good about drawing boundaries between work and my private life. That’s benefited my personal well-being, even if it has been a negative for my career [at times].
Brandon: [I’m the odd man out here, but …] I don’t believe in the idea of balance because balance to me implies everything is equal. Priorities change.
Jesse: [Correct.] I take it one day at a time!
As you can see from our conversation, there is not one ‘universal’ well-being philosophy that works for everyone. This is because we all have unique contexts and life components that shape our well-being. What is most important is that each person has developed their own philosophy that works for them and adapts the philosophy when it no longer serves them.
Primary Priorities: Family, Location, and Community
While our philosophies range, our cohortmates’ well-being coalesced around three primary priorities, which won’t surprise anyone. We are focused on attending to our families (of all kinds), living in places that align with our needs, and creating and contributing to our communities.
Sonja: [Speaking of boundaries and priorities …] For the last 10 years, my career decisions have been made with my partner. We wanted to live in one of our home states and in places where we could both pursue our careers. We now have a daughter and want to ensure she has stability and community. So, family, location, and community shape my well-being. Are your priorities similar?
Ann: [It’s no question.] I put family first.
Rebekah: [Same here.] I have 4 kids that are very active, so I am forced to focus on things outside of work, due to their demands. I only get one chance with them; my career can wait (even if I don’t want it to).
Scott: [Family and location are the top two priorities for me as well.] Being gay and prioritizing locations/institutions where I felt safe and was closer to family has meaningfully influenced my career (mostly limiting it), and being in a serious relationship (dating then, now married) has been a real benefit in feeling like I have support and company.
Mary: [I hear you, Scott.] Geographic location has become increasingly important to me. As a mother to a young daughter, it is important to be near family who can play an active role in her life. My partner has also been a significant influence.
Jesse: [I face similar realities.] I’ve chosen to stay at my current institution because of my spouse’s career, the proximity of our extended family, and now the community we’ve built. My husband and I often talk about what it would take to uproot our children and leave our aging parents. These are complex, values based considerations that they don’t introduce in graduate school!
Jackie: [Jesse knows what’s up.] Family, [location, and community] have been the most significant influences on my career decisions too. Being close to family, staying rooted in Houston, and being present as a spouse and parent have all shaped where and how I have chosen to work. Those priorities have guided the pace of my career and the opportunities I have pursued. I have also found that having interests and commitments outside of work helps keep me grounded and provides perspective.
Andrew: [Yes to hobbies!] I became quite involved in community theater in my location. It’s one of my personal passion areas. I am eager to remain in locations—primarily large cities—that allow me to continue my involvement with community theater.
Rebekah: [I believe in engaging with the local community too.] I am involved in the community in non-profits and held several leadership positions in those organizations.
Khadish: [As y’all know, I’m more global than local. HA!] My interest in travel has certainly contributed to my enjoyment of leading a global enterprise.
Our well-being centered family, location, and community, though each individual may have defined these primary priorities a bit differently. We also recognize that these may be influenced by our career stage (mid-career) and age (40s). The primary well-being priorities for professionals earlier or later in their careers or at various ages could shift and change. However, no matter what those priorities are, it is critical they are forefronted through practical enactment.
Practical Enactment
It is one thing to develop a philosophical foundation and clarify primary well-being priorities; it is another thing to actively enacted well-being practices that align with one’s philosophy and priorities. But, without the application, the philosophy and priorities are just wishful thinking.
Scott: [While it is useful to consider what drives our well-being, it stays theoretical unless we discuss our actual well-being practices.] For me, I’ve tried to prioritize my emotional/mental well-being by having clear boundaries between work and life, and I think I have been successful at this. I leave work when my hours are done, I almost never respond to emails outside of work hours, and I make time to do the things that give me energy/recover in my free time. What practices are y’all enacting?
Mary: [I’m with you on the boundary stetting]. Being able to intentionally disconnect from work and focus on my family is something I deeply value. Having a position that generally aligns with a traditional 8 a.m. to 5 p.m. schedule has helped, as has recognizing that emails and other tasks can wait when necessary. I also choose to commute an hour and fifteen minutes so that I can live closer to my partner and remain in a community where I have a strong support system. Although I was often questioned about why I did not relocate, it was a personal decision that aligned with my priorities and was important to me. I have become intentional about modeling a sustainable work-life balance for colleagues, demonstrating that it is possible to be effective in this field while also taking care of yourself.
Jackie: I have become more thoughtful about boundaries too, including how I use my time, and what I say yes to. I pay closer attention to my physical and mental health, protect time with my family, and try to model healthy behaviors for my [work] team. Well-being is not something I handle once; it is something I revisit and adjust as life and work change.
Brandon: I also do my best to practice what I preach. I make sure I take wellness days to find time to truly disconnect and recharge.
Rebekah: [I focus on the simple things.] I escape through reading, journaling, and going on walks with my family.
Sonja: [Simple works for me too.] I am committed to time with family, yoga, being outdoors, and Catholic mass. These commitments are the first things on my calendar, and then I put in work around that. I have also learned to say no more. Earlier in my career I had fear of missing out (FOMO) and fear of not being asked again; now I am more selective about how I spend my time and with whom.
Nancy: [Yes to simple!] I stay well through exercise, yoga, and building a strong community.
Jesse: To be honest, I’ve had periods of doing this well and periods where my well-being was not something I paid attention to. [That’s life.]
Lucas: [Right. We’re not all good at this.] BUT, I’ve been lucky to find, in most places I’ve lived/worked, a good group of colleagues and friends to commiserate, celebrate, and navigate with. [People are my practical enactment.]
Ann: [Be wary of which people though.] I think sometimes in student affairs we like to trauma bond over how much we work. I made friends outside of work. When you have friends in other professions you realize that it is okay to leave work. You also don’t have to talk about work when you are just hanging out. I also found a hobby outside of work.
For our cohort, establishing clear (but alterable) boundaries was a significant well-being practice. This included unplugging from work emails, protecting our time, and taking vacation and sick days. Those boundaries safeguarded our ability to attend to our health, spend time with family and friends, and identify and engage in hobbies. Instituting these practices also allowed some cohort members to model well-being for students and colleagues, shifting the overall workplace culture to a healthier environment.
Thoughts and Action Items for Early-Career Professionals
As an early-career professional, it can be helpful to think about your well-being and life outside of work like you might think about planning for a road trip. Just as your travel experience can be smoother for having thought out and prepared for it, so too can your career and well-being journey be improved by taking time early in your career to reflect and plan.
- Think about your desired destinations and routes
When taking a road trip, it is important to know where you would like to end up and how you prefer to get there. You can aim to get there the quickest way possible, the most cost effective way, or maybe you want to sight-see by avoiding interstates.
As an early-career HESA professional, your desired destinations (aka: goals) and routes (aka: plans) can be whatever you want them to be. Is it a specific job title, a geographic location, or a specific lifestyle (e.g., travel, family, hobbies)? Rather than thinking about just one definitive destination, we recommend you think about multiple destinations across the span of your career (Super 1953). It’s okay if you don’t have every part of the journey already mapped out (and we’ve found there’s a very good chance the plans will change later anyway), but the more you’re able to think about both shorter-term and longer-term destinations, the better you’ll be able to get to them in a way that supports and enhances your well-being.
- Look at the weather forecast
When you’re traveling, it can be very helpful to look at the weather forecasts for your trip. That means look at the forecast for when you’re starting your journey but also means looking at it across the journey from start to finish. Knowing both the regular climate of a place, and also if you should expect any unusual weather events during your travel is tremendously useful information. It can help you know how warmly you need to dress, if you need to bring an umbrella, or if you’re going to have to take a detour to avoid hazards.
In your life, as you are navigating your career and well-being outside the field, this means not only thinking about what kind of social climates you want to place yourself in, but also what kind of life events and desires you might reasonably anticipate experiencing in the future (e.g., committing to a partner, becoming a caregiver, purchasing a house). Although each member of our 2006 cohort has had a unique journey, there have been many similarities in our journeys as we enter middle age and mid-career. For example, knowing that you might want to settle down in a location closer to family (or a partner’s family), or that you might have child care and/or elder care responsibilities 20 years-ish into the future might help you plan out some of your early career decisions so that you’re in a better place to meet those responsibilities when they arrive. And just like the weather, life can offer surprises! Focusing on your well-being will position you to manage the unexpected rain or rainbows when they arise.
- Don’t forget to take breaks
When you’re driving, especially when you have some distance to travel, it can be tempting to try and power through it without taking any breaks. Anyone who has done this, however, can tell you that it takes a toll on your body (and mind). Sitting for that long can cause physical discomfort, and it can make it harder to concentrate, ultimately making your travel less safe for you and others. Taking an appropriate number of breaks, however, can help you focus, stretch your body, help you drive safer, and leave you feeling physically and mentally better than if you had not. If you’re planning ahead, you can even time those travel breaks with opportunities to visit locations and/or people that can transform your journey from something that you need to do to get to your desired destination into something that is rewarding in itself.
Like all things in life, what an appropriate number of breaks is, and what kind of breaks they should be, is dependent upon you and your circumstances, and will change over time (Super, 1953). At the beginning of your HESA career, how many ‘breaks’ you feel you need, and what those ‘breaks’ consist of will likely look a bit different 20 years from now. It will also look different day-to-day and month-to-month. So rather than trying to achieve the ‘perfect balance,’ we suggest you find what well-being looks like for you right now and then adjust it over time.
For our cohort, ‘breaks’ have meant time spent with loved ones (friends, family, and partners), hobbies (travel, community theater, and civic engagement), creating boundaries between work responsibilities and personal time, and moving into roles that have fewer ‘after hour’ responsibilities. In short, each of us have found ways to practice the type of well-being that has allowed us to maintain our motivation and sustain ourselves and our careers.
- Stay flexible
Our final recommendation is to stay flexible (as best you can). While we just discussed many ways in which planning and self-reflection are beneficial, it is important to not be too rigid either. During your journey you might find a road is under construction, encounter an accident along the way, or get a flat tire. Unexpected things happen, but they can open up new opportunities or create lasting memories. An unexpected road closure might mean you get to take a detour through a scenic location and see something beautiful that you would have otherwise missed. A traffic jam might mean you end up spending extra time with your co-navigator that you truly value (and give you stories to share later).
In life things don’t always go according to the plan. Sometimes that can mean experiencing disappointments and tragedies, and sometimes it can mean experiencing moments of serendipity and self-discovery. Like your GPS will reroute you after you miss your exit, try and remain open to alternative pathways across your career and life stages (Super, 1953). Not only will this help you ameliorate negative situations as you experience them, but it can also help you take advantage of unexpected opportunities when they present themselves. While some members of our cohort are doing precisely what they had planned 20 years ago, the vast majority of us found new routes and destinations. Our flexibility and well-being practices have supported us as a way to stay well as HESA professionals and as people.
References
ACPA: College Student Educators International. (2022). Report on 21st century employment in higher education. https://myacpa.org/publications/.
American Psychological Association (APA). (2018). Well-being definition. In APA Dictionary of Psychology. Retrieved June 13, 2025, from https://dictionary.apa.org/well-being.
Ardoin, S. (in press). Helping professions as a health problem? The ironic combination of credentialism and classism experienced by [many] higher education employees. Journal of Black Sexuality and Relationships.
Ardoin, S. (2026). The strategic guide to shaping your student affairs career (2nd ed.). Routledge.
Burns, M. A. (1982). Who leaves the student affairs field? NASPA Journal, 20(2), 9-12.
Chessman, H. M. (2021). Student affairs professionals, well-being, and work quality. Journal of Student Affairs Research and Practice, 58(2), 148–162. https://doi.org/10.1080/19496591.2020.1853556
DeMatthews, D., Carrola, P., Reyes, P., & Knight, D. (2021). School leadership burnout and job-related stress: Recommendations for district administrators and principals. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 94(4), 159–167. https://doi.org/10.1080/00098655.2021.1894083
Evans, N. J. (1988). Attrition of student affairs professionals: A review of the literature. Journal of College Student Development, 29, 19-24.
Hricová, M., & Lova Ová, S. (2018). Stress, secondary trauma and burnout: Risk characteristics in helping professions. Ad Alta: Journal of Interdisciplinary Research, 8(2), 161–165.
Lynch, R. J., & Klima, K. L. B. (2021). Emotional labor and well-being. In M. W. Sallee (Ed.), Creating sustainable careers in student affairs: What ideal worker norms get wrong and how to make it right (pp. 159–175). Stylus.
Marshall, S. M., Gardner, M. M., Hughes, C. & Lowery, U. (2016). Attrition from student affairs: Perspectives from those who exited the profession. Journal of Student Affairs Research and Practice, 53(2), 146-159. https://doi.org/10.1080/19496591.2016.1147359
McClure, K. R. (2025). The caring university: Reimagining the higher education workplace after the great resignation. Johns Hopkins University Press.
NASPA: Student Affairs Administrators in Higher Education (2022). The compass report: Charting the future of student affairs. https://www.naspa.org/about/future-of-student-affairs-report/the-compass-report-charting-the-future-of-student-affairs.
Nyunt, G., Pridgen, R., & Thomas, I. (2024). Disrupting student affairs staff departure: Examining needed changes to the field of student affairs to attract and retain a diverse workforce. Journal of College Student Development 65(2), 183-200. https://dx.doi.org/10.1353/csd.2024.a923528.
O’Brien, J. J., & Lynch, R. J. (2025). Between policy and principle: Understanding moral suffering in student affairs practitioners. Journal of College and Character, 26, 1–18. https://doi.org/10.1080/2194587X.2025.2481567
Perez, R. J., & Bettencourt, G. M. (2024). Exploring compassion fatigue and community care in student affairs. Journal of Student Affairs Research and Practice, 61(2), 266–278. https://doi.org/10.1080/19496591.2023.2176774
Rosser, V. J., & Javinar, J. M. (2003). Midlevel student affairs leaders’ intentions to leave: Examining the quality of their professional and institutional work life. Journal of College Student Development 44(6), 813-830. https://dx.doi.org/10.1353/csd.2003.0076.
Saade, S., Parent-Lamarche, A., Bazarbachi, Z., Ezzeddine, R. & Ariss, R. (2022). Depressive symptoms in helping professions: a systematic review of prevalence rates and work-related risk factors. International Archives of Occupational and Environmental Health, 95, 67–116. https://doi.org/10.1007/s00420-021-01783-y
Sallee, M. W. (2021). Creating sustainable careers in student affairs: What ideal worker norms get wrong and how to make it right. Stylus Publishing.
Super, D. E. (1953). A theory of vocational development. American Psychologist, 8, 185–190.
Tull, A. (2006). Synergistic supervision, job satisfaction, and intention to turnover of new professionals in student affairs. Journal of College Student Development 47(4), 465-480. https://dx.doi.org/10.1353/csd.2006.0053.
Ward, L. (1995). Role stress and propensity to leave among new student affairs professionals. NASPA Journal, 33(1), 35–44. https://doi-org.libproxy.clemson.edu/10.1080/00220973.1995.11072393.
Wilson, A. B., Díaz, H., & Brown, L. A. (2025). Reconstructing professionalism for well-being among student affairs professionals. Journal of Education Human Resources, 43(1), 54–75. https://doi.org/10.3138/03_Wilson_Diaz_Brown_4
About the Authors:
Sonja Ardoin, Ph.D. is a professor of higher education and student affairs at Clemson University. She studies social class identity, rurality, first-generation college students, and career preparation and pathways in higher education and student affairs. Learn more about Sonja’s work at www.sonjaardoin.com.
Scott Radimer, Ph.D. is the Assistant Dean for Assessment, Accreditation, and Accountability for William & Mary’s School of Education. He earned his bachelor of arts in political science from the University of Vermont, his masters of science in higher education student affairs at Florida State University, and his doctor of philosophy in higher education from Boston College.