Attrition of first-year university students remains a global problem, and is also of great concern in South African higher education. In an effort to address this challenge, many higher education institutions offer peer mentoring programs to assist first-year students with their adjustment to university life, in order to improve their retention. However, evidence of the effectiveness of such peer mentoring programs is still limited. This article intends making a contribution in this regard. Stellenbosch University introduced its BeWell Peer Mentoring Program in 2013. In addition to providing psycho-social support, mentors offer developmental initiatives on holistic wellness to assist first-year students with their adjustment. After an institution-wide roll-out of the program, the question arose whether the BeWell Peer Mentoring Program actually assisted first-year students in adjusting to campus life. In order to answer this question a research study with a sequential mixed-method design was employed. Our study found that adjustment outcomes were influenced by the intensity of peer mentoring participating students received. Mentor attributes, time invested in mentoring, reasons for mentoring and the wellness component of the program all influenced the peer mentoring received. The findings underscored the importance of selecting intentional mentors, and effective program implementation and monitoring. A model for intentional peer mentoring is proposed, to optimise the program outcomes. Other institutions with similar programs could also benefit from the proposed model.

The apartheid government used the term 'coloured' to categorise South Africans who were of mixed ancestry, i.e. from European ('white') and African ('black') ancestors. This racial category is still used, officially, by the South African government.

Student counselling centres are struggling to meet the demand for mental health services, which has intensified in recent years. The increased need for mental health services often needs to be managed with limited resources, posing numerous challenges to addressing the demand for mental health support. This challenge calls for innovative ways to address the mental health needs of students and optimise the limited resources available. During the Covid-19 pandemic the peer helpers at Emthonjeni Student Wellness at Nelson Mandela University, in collaboration with the programme coordinator, introduced innovative psycho-educational workshops, virtually, to support students. In reflecting on our journey, we realise our peer helpers were at the forefront of mental health prevention initiatives at a time when many of our students were in dire need of support. The content discussed in the workshops offered valuable insights and tips and these tips could be applied, by participating students, before their mental health deteriorated. These peer-led initiatives expanded our reach and capacity during a period of great stress brought by the Covid-19 pandemic, and they will continue to do so beyond the pandemic. This reflective paper shares the details of our virtual workshops and the insights gained from the process.