Perceptions of Post-Secondary Peer Support by Student Providers

Background: Post-secondary aged youth (18-25 years) often experience new, or exacerbation of existing, mental health concerns with 1 in 5 having a diagnosable mental health issue. Peer support (support provided by an individual with similar lived experience) has been found to reduce stigma, increase engagement with care, and empower youth. Within the post-secondary context, peer support can fill gaps in services and provide unique supports to students. Hearing directly from those who provide peer support services to post-secondary students is vital to understanding the function and impact of peer support in the post-secondary context. Methods: This project was co-designed by researchers working in Integrated Youth Services and in campus-based mental health services. 45 student Peer Support Workers (PSWs) from two Canadian post-secondary institutions participated in either interviews or focus groups. Discussions explored the availability of training, the peer-support services that were offered, as well as the barriers and facilitators to implementing a peer support service within a post-secondary context. Interviews were transcribed verbatim and analysed using Thematic Analysis. Findings: Student PSWs discussed their understandings of the role of campus-based peer support and identified nuances amongst current definitions. Common reasons why students access peer support services included academic stress, issues regarding transitioning to university (e.g. finances) and desire to explore mental health issues. Being in a similar life stage as students accessing the services, and drawing from their own post-secondary experiences as well as personal attributes (e.g. culture) were highlighted as key components of effective support in this context. Conclusions and learning opportunities: The unique positionality of peer support workers as fellow students provides critical support for students struggling to adapt to the post-secondary environment. Results from this study can inform the development and implementation of peer support in international post-secondary contexts.