The advisor-advisee relationship is central to most doctoral education models. Yet not all students trust their advisors. Danfei Hu, Jonathan E. Cook and colleagues sought to examine the importance of this relationship to success and well-being in graduate school. The authors focused on the first year of graduate school, a time in which Ph.D. students adapt to their role as scholars and in which large numbers of students drop out. The study is published in PNAS Nexus.