Doctoral attrition is a well-known issue, and stakeholders constantly seek solutions to minimize its occurrence. Reported statistics on doctoral attrition over the past decade have consistently remained at 50% (Artiles & Matusovich, 2020; Jaksztat et al., 2021; Moran, 2017; Van Rooij et al., 2021; Young et al., 2019). Most of these reports suggest that social isolation during the dissertation phase is a primary contributor to attrition rates in doctoral programs. Historically, Golde (2005) perceived doctoral attrition as a paradox because doctoral students, who are academically revered, are consistently failing to complete their graduate education. Several factors contribute to doctoral attrition, including a student's lack of perseverance, an inability to balance work and academic responsibilities, a lack of interest in pursuing academia as a profession, poor research skills, losing faith in their ability to succeed, and wallowing in self-pity (Council of Graduate Schools [CGS], 2023; Maher et al., 2020; Motseke, 2016; Van Rooij et al., 2021; Young et al., 2019). Although different interventions have been used to create supportive structures, the problem remains persistent.