Being a Young Lecturer

It is a privilege to shape young minds.

Photo by Changbok Ko on Unsplash

Becoming a lecturer is no small feat. In South Africa, universities require a minimum of a PhD, or active pursuit of one, to even step into the role. But does the complexity end there? Absolutely not. Once you’ve earned the title of “Dr.” and established yourself as a specialist, the goalpost shifts. Now you’re writing, publishing, and aiming for the next summit: Professor.

Academia is a different beast, I tell you.

So with all of that said, what is it that nobody tells you about being a young lecturer? Today I’m focusing on three things that stood out most to me, and believe me, each one deserves its own conversation.

Point 1: Students think you’re their age.

You quickly realise that most of your students could be your younger siblings. Sometimes the age gap is just four to six years, which doesn’t seem like much. Naturally, you want to relate to them. You use examples they’d actually get, you create an open environment where no question feels “stupid,” and you encourage them to speak up when they’re lost.

And then it happens.

That same approachability starts to blur the lines. Students begin to see you as one of them rather than as an authority figure, and suddenly you understand exactly why your own lecturers always seemed so serious. It all makes sense now.

The lesson? Respect is earned the same way trust is built, through consistency and clear boundaries. It’s a careful balance between being relatable and maintaining professionalism, and getting that balance right is something you only learn through experience.

Point 2: Imposter syndrome is very real and very loud.

In any professional space, there’s often an unspoken pressure to prove yourself. In academia, where experience is valued above almost everything else, that pressure can feel deafening for a young lecturer. You over-prepare. You over-deliver. You walk into every lecture wondering if you truly belong in that room.

Sound familiar? That’s imposter syndrome knocking.

You question whether you’re doing enough, whether you know enough, whether you’re simply good enough. The reality is, most young lecturers go through this. They just don’t talk about it openly. Knowing that doesn’t make it disappear, but it does make it feel a little less isolating.

Point 3: You become more than just a lecturer.

Students don’t only bring academic questions to your door. They bring personal challenges, stress, anxiety, and sometimes much deeper struggles. Without even signing up for it, you become a counsellor, a mentor, a point of guidance. While that is genuinely rewarding, it can also be emotionally exhausting, especially when you’re still finding your own footing in the role.

Learning how to support your students while also protecting your own well-being is not a one-time lesson. It’s an ongoing, evolving process.

There are far more than three points to being a young lecturer. As I continue to grow in this role, I’ll keep writing, because every day I’m discovering just how much I love it, even as I’m still navigating the journey.

Being a young lecturer isn’t always easy, but it is deeply meaningful. You get to make an impact early in your career, inspiring others while still growing into yourself.

There will be moments of doubt, pressure, and exhaustion.

But there will also be moments where you realise the difference you’re making.

And in those moments, it all becomes worth it.

Until the next article.