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"Weird duality": learning from the experiences of students in university peer support roles during the COVID-19
Clio Berry1, Emma Phelan2, Daniel Michelson2
1Primary Care and Public Health, Brighton and Sussex Medical School, Brighton, UK.
Abstract:
Objectives: To explore university student peer supporter experiences in the pandemic context and with a specific focus on student mental health. Participants: The sample comprised 13 students from various peer support programs, providing academic, social and/or emotional support at a South-East England university. Methods: A two-phase qualitative design involved individual interviews and focus groups, followed by participant validation with a subset of participants. Results: Peer supporters identified an increased need peri-pandemic for mental health support. The accessibility was aided by students perceiving peer supporters to be approachable, but was undermined by concerns about peers' credibility. Supporter-supportee relationships were characterized by intimacy and mutuality, which were seen as conducive to authenticity, but caused challenges with respect to boundaries. Conclusions: Peer support is a complex activity, characterized by a sense of multiplicity and mutuality. Responsive supervision and dedicated training are necessary to manage these complexities amidst elevated student mental health needs.
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