While the practical benefits of English as a Second Language (ESL) higher education (HE) students’ use of ChatGPT for academic writing have been explored, psychological factors remain under-investigated. This autoethnographic study examines how ESL HE students use ChatGPT to address psychological challenges in academic writing. Guided by Maslow’s hierarchy of needs and the concept of Escapism, this study provides a critical reflection on the author’s lived experience of academic writing challenges, first encountered during doctoral studies in the United States and continuing into an assistant professorship in Ireland. Data sources include a personal diary, work logs, notes from academic writing classes, and track-changed drafts annotated by writing tutors and editors. These materials were analysed using reflective thematic analysis to interpret the author’s experiences. Findings indicate that ChatGPT helps fulfil physiological and safety needs, fosters belonging, enhances self-esteem, and supports self-actualisation. Despite providing temporary psychological relief from writing challenges, concerns persist about overreliance and potential breaches of academic integrity. The study proposes a user-friendly SUPER framework comprising five interconnected principles to guide ESL HE students and general writers in ethically and effectively using ChatGPT. Researchers and practitioners are recommended to share, validate, and refine this framework.