Outcomes of mutual support groups on students’ mental well-being and learning: insights from the COVID-19 pandemic

Purpose This study investigates the potential of mutual support groups as a peer-driven approach within higher education institutions to support students’ mental well-being and enhance learning. It examines how these groups supported students in managing stress and anxiety, fostering social connections, enhancing academic engagement and contributing to personal and professional development during the COVID-19 pandemic. Design/methodology/approach This study employed a qualitative comparative retrospective design involving psychology students from a major public university in Kosovo. Data were collected through focus group discussions involving 30 participants categorized into two groups: (1) those involved in mutual support groups (including facilitators and participants) and (2) non-participants. A deductive thematic analysis was conducted to identify patterns and insights, guided by predetermined themes aligned with the research objectives. Findings Students experienced heightened stress and anxiety during the pandemic, which negatively affected their academic engagement. Mutual support groups, functioning as peer-driven platforms, offered a supportive and inclusive space where participants could share experiences, develop coping strategies, and build trust and connections with peers. These groups also contributed to the development of communication and interpersonal skills, as students reported greater confidence, improved active listening and the practical application of academic knowledge. Originality/value This study provides insights into the implementation of mutual support groups as an innovative and adaptable model within higher education. The findings highlight their practical relevance in fostering supportive, peer-centered interventions that address mental well-being and academic engagement, offering a sustainable approach to meet diverse student needs in educational contexts.