Evaluation of a peer mentoring project involving undergraduate psychology students in Greece

Purpose The mental health needs of university students have increased since COVID-19 and more needs to be done. There is evidence that peer mentoring can facilitate new students’ adjustment to higher education and is associated with well-being and student satisfaction. This study aims to explore lived experiences of peer mentoring further in higher education in Greece, contributing to an under-researched national context and informing the development of accessible mental health support in higher education. Design/methodology/approach Fourteen psychology students undertook 30 h of training in the principles and techniques of peer mentoring. Subsequently, 20 students received mentoring, whilst the peer mentors attended a weekly support group. All participants were invited to take part in a semi-structured interview exploring experiences of mentoring. The interviews were recorded, transcribed and analyzed using thematic analysis. Findings In line with previous research findings, the mentoring relationship was supportive, but it also led to a greater sense of belonging and campus connectedness, an enhanced growth mindset and social inclusion. Social implications Enhancing social inclusion for emerging adults unable to access their usual support network (e.g. international students) or living away from home for the first time. Originality/value The findings indicate that peer mentoring services can be organized in a relatively easy and effective way on campus as a low-stigma pre-counseling supportive experience that helps reduce distress, promotes help-seeking attitudes and growth. Furthermore, research should investigate the use of targeted peer mentoring services aimed at social inclusion, as well as enhanced well-being and academic success.