One size does not fit all: Tailoring Peer Support Programmes for optimal student engagement

Abstract

Peer Support Programmes (PSPs) have long been a feature of student engagement activity at the University of Exeter. Peer Support at Exeter started over eight years ago, with just two discipline-specific programmes. Since then, the number of programmes has increased significantly, but throughout this period of growth the bespoke nature of the programmes has been retained. All PSPs are student-led and, crucially, they are tailored to meet the specific needs of the student group involved. We, the authors, are firmly of the opinion that ‘one size does not fit all’ and that tailoring every programme to the specific needs of each student group is vital if it is to be successful. It is now recognised that engagement in interventions such as PSPs can play an important role in improving student retention and success (Thomas, 2012) and that an understanding of ‘local contexts’ can enhance the efficacy of such programmes (Thomas et al, 2017). However, this was not as well understood when PSPs were first introduced at Exeter. This short paper seeks to present an overview of the evolution of PSPs at the University of Exeter, which may provide others with a useful insight into the development of tailored PSPs for optimal student engagement.

Staff Perspectives: Defining the Types, Challenges and Lessons Learnt of University Peer Support for Student Mental Health and Wellbeing

“…While some identities and experiences were novel to this study, defining a peer by course and year aligns with previous findings [26]. Many peer support programmes remain within subject disciplines and support the needs of new students transitioning into university [56]. Interestingly, approaches to defining a peer in the UK appear more narrowly focused than in international studies where peers have been defined by sharing experiences with mental illness [26].…”

“…Others discussed coordinating peer support for students living off campus or in university accommodation, international students, mature students, STEM students, student parents, working students, and study abroad students. Aside from defining peers based on being an international [55] or mature [56] student, these were novel shared experiences and identities not previously represented in the literature on university peer support for student mental health and wellbeing [26].…”

“…Students leading the decision-making of how the programmes are run and the direction of sessions was a key theme in defining peer support. Other studies have also highlighted the student-led nature of peer support [56]. As peer support is student-led, defining a peer is an essential consideration.…”

“…Participants recommended implementing various peer support types and structures to reach a diverse range of students and increase engagement. The literature agrees that 'one size does not fit all' when it comes to university peer support and that programmes should be tailored to fit student needs [56]. This idea stems from the understanding that some factors present barriers to students being able to 'participate, integrate and feel like they belong' [65] (p. 5).…”

A Qualitative Evaluation of the Motivations, Experiences, and Impact of a Mental Wellbeing Peer Support Group for Black University Students in England and Wales: The Case of Black Students Talk

“…Peer support in mental health care involves people with lived experiences giving and receiving help, based on mutual agreement of what is helpful (Mead et al, 2001). Peer support for university students has been shown to improve mental wellbeing, quality of life, and belonging (Batchelor et al, 2020; Byrom, 2018; Davies et al, 2017). Studies of online peer support groups find many positive aspects that resemble offline groups, including social connectedness and help with problem-solving (Naslund et al, 2016; Shalaby & Agyapong, 2020; Smith-Merry et al, 2019).…”