Higher education can be stressful and may have specific stress-related pressures. Academics are, according to some researchers, not able to realize their full potential as they operate in institutions that compromise the creation and dissemination of knowledge because of constraints. Yet the demand for these institutions to be accessible to and servicing of all is escalating. The focus of the study was on academics in public universities in South Africa with research, teaching, and community engagement obligations. No South African study, to the authors’ knowledge, has been willing to look into this problem with an inductive approach drawn from the experiences of those affected. The study utilized a qualitative research approach within the interpretive paradigm, employing exploratory research to comprehend the subjective experiences and opinions of the participants. Data for this qualitative study were gathered through the semi-structured interview method. Unique findings in this study revealed that academics experienced difficulties in maintaining work relationships, took sick leave, had trouble focusing and making decisions, and grappled with feelings of guilt, failure, and losing self-identity. Furthermore, the study concluded that when mental health issues in academia are left unaddressed or without the necessary support, they pose a direct threat to the quality of learning and teaching provided to students.
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