Generation Z comprises most full-time students in further and higher education in 2024 and the world’s first digital natives.
Gen Z college students seem to be experiencing poorer mental health than previous generations (Auerbach et al., 2018).
Various studies have explored this trend and identified a range of contributing factors, not least the challenges posed by the digital mediation of relationships through social media and the extreme socioeconomic pressures facing young adults today (Lim & Tan, 2024).
Innovative solutions to these generation-wide mental health challenges have encouraged greater reliance on peer support networks. This article explains how peer support informed by positive psychology facilitates greater mental wellbeing in students by using lived experience as a unique source of empathy, co-regulation, and resilience.
Before you continue, we thought you might like to download our three Positive Education Exercises for free. These ready-made tools are perfect for enhancing your teaching approach, making it easier to engage students in meaningful, student-centered learning.
Gen Z faces an extended period of dependence on their parents’ support compared to previous generations, leading to challenges navigating the life stages involved in finding a home, establishing a career, and starting a family (Bank of America, 2024). Yet societal expectations of younger adults have not shifted to accommodate this new reality.
Unsurprisingly, Gen Z is experiencing the fallout of this conflict between outdated social expectations and new economic realities with poorer mental health than previous generations (Bennet, 2023).
Even before the pandemic, over a third of this demographic reported mental health problems worldwide (Auerbach et al., 2018). These problems have the potential to affect their motivation, academic attainment, and the formation of relationships at college or university.
Before delving into the efficacy of peer support, a robust working definition of a “peer” might help to make sense of all the existing studies and their findings. For the purposes of this article, a peer offering support to other students refers to a student who has lived experience of mental health challenges and/or has used clinical services in the past (John et al., 2018).
Peer support has been increasingly recognized as a valuable resource for enhancing mental wellbeing. All human beings, especially children and young adults, are social beings who benefit from the co-regulation provided by face-to-face relationships (Dahlen, 2022; Prinstein & Giletta, 2020).
“Co-regulation is the ability to regulate emotions and behaviors, manage stress (internal or external), and return to a calm state, with the support and direction of a connecting person”
(Education Scotland, n.d.).
However, face-to-face communication (known as embodied communication) has been eroded by the prevalence of digital relationships conducted on social media (Ellingsen, 2021; Lim & Tan, 2024).
In contrast, peer support programs for students result in significant increases in mental wellbeing, particularly for those experiencing anxiety and depression (Byrom, 2018). Meanwhile, peer support programs reduce loneliness among young adults and students (Richard et al., 2022).
The provision of peer support also benefits the supporters themselves by enhancing their self-esteem, self-awareness, and sense of social value (Fortuna et al., 2022).
Given the unique mental health challenges faced by students, research into the efficacy of peer support is growing. For an account of the power of peer support for young adults struggling with mental health issues, take a look at this powerful TEDx talk at Brown University by Stefanie Kaufman, Engaged Scholar, Social Innovation Fellow, and WORD! poet.
Hearing our voices: peer support and mental illness
Research on Peer Support & Its Outcomes
Research consistently shows that peer support interventions can improve mental health and wellbeing among students, though the specific outcomes can vary based on the type and structure of the support provided (Pointon-Haas et al., 2023).
Given the limitations of this article, the following provides a snapshot of the research, with references provided for follow-up.
Firstly, a recent systematic review found that peer mentoring and peer learning resulted in reduced anxiety and stress among students. However, peer-led support groups specifically targeting students with mental health difficulties were seen as especially promising due to the high take-up by students struggling with their mental health (Pointon-Haas et al., 2023).
The reviewers called for further research into the efficacy of peer support for mental health in higher education institutions and more robust studies that use standardized metrics to measure wellbeing outcomes (Pointon-Haas et al., 2023).
One robustly designed study was conducted with Canadian college students (Grégoire et al., 2018). A randomized controlled trial of an online peer support intervention based on acceptance and commitment therapy reduced stress, anxiety, and depression while increasing psychological flexibility and wellbeing among participants.
A recent review of 17 studies of peer support programs for young adults found that peer support is associated with improvements in self-esteem, effective coping, and reductions in depression, loneliness, and anxiety among this demographic, including university students (Richard et al., 2022).
A study of Indian college students compared participants’ engagement with psychological counseling versus peer support programs when struggling with mental health challenges (Kaur & Kanwar, 2021). They found that students were reluctant to engage with counseling services with a stranger and much preferred peer support groups, as they were free of stigma and helped them overcome loneliness by promoting a sense of belonging.
Further evidence of the effectiveness of peer support for normalizing transitional adjustment experiences and promoting a sense of belonging was found in a UK study, with students expressing positive interest in such services (Batchelor et al., 2020).
Based on the research, it can therefore be concluded that involvement in peer support services:
Eliminates the stigma associated with accessing clinical services
Normalizes the adjustment challenges involved in leaving home, independent living, and the pursuit of self-directed study (such as anxiety and low mood)
Reduces loneliness
Promotes a sense of belonging
Validates lived experience as a source of expertise, thus benefiting providers (Poremski et al., 2022)
Clearly the provision of peer support programs for students has advantages over more clinically oriented approaches to mental health.
The research so far indicates that peer support programs can improve student wellbeing and mental health. However, educators and institutional staff rarely receive training in the facilitation of peer support (Cage et al., 2021). In this section, we suggest four ways educational institutions can promote students supporting each other.
1. Peer mentoring and learning
Establishing peer mentoring and peer learning initiatives can provide emotional support, improve mental health outcomes, and foster a sense of belonging, particularly in higher education settings (Pointon-Haas et al., 2023).
2. Peer-led health promotion events
Organizing health promotion events led by students can enhance leadership skills, create a sense of purpose, and promote mental health among both leaders and participants (Reis et al., 2022).
3. Training for peer supporters
Providing comprehensive training for peer supporters enhances their empathy, self-efficacy, and readiness to support others. This training can also help reduce mental health stigma among students (John et al., 2018; White et al., 2020).
4. Online peer support platforms
Online peer support programs can be as effective as in-person support and are especially helpful for neurodivergent students and others who struggle with social anxiety in unfamiliar situations (Drysdale et al., 2022; Grégoire et al., 2022; Harrison et al., 2023).
If you’re interested in hearing a true-life story about how a student became a peer support specialist and uses her shared experience to manage her own mental health, watch this moving TEDx talk by certified recovery peer specialist Beth Walters.
Shared lived experience forms connection
Cultivating Students’ Strengths for Peer Support
Educators who focus on students’ strengths foster mutual respect and trust in the classroom, which enhances deep learning (Climie & Henley, 2016). This is especially the case when educating mixed-ability classes that include learning disabled, neurodivergent, and/or gifted students (Baum & Schader, 2017).
A strengths-based approach to youth mental health support was found to foster mutual respect and trust based on shared experiences (Onyeka et al., 2022). It follows that cultivating students’ strengths through peer support could improve mental health by focusing on individuals’ strengths as resources to overcome challenges and build resilience.
Participants in peer support programs can access strengths-based assessments for free at the VIA Institute.
Promoting student wellbeing presents various challenges for both educators and students. Common challenges include the following.
High levels of stress and mental health issues
Students in high-achieving colleges or universities often struggle with anxiety and depression. Identifying and addressing these hidden symptoms is challenging for educators, who need adequate training to recognize early signs and provide timely interventions (Luthar et al., 2020).
Lack of training and skills for educators
Educators often lack appropriate training and skills in the promotion of student wellbeing, which can lead to increased stress and potential burnout (Byrne & Carthy, 2021; Korinek, 2020).
Balancing academic and wellbeing priorities
Educators and students both need to find a balance between maintaining rigorous academic standards and supporting students’ wellbeing (Jones et al., 2020).
Stigma and cultural barriers
Cultural stigma and language barriers can prevent international students in particular from accessing mental health services. Overcoming these barriers requires culturally sensitive communication and support services (Newton et al., 2021).
Resource constraints
Schools and universities often lack the resources required to fund wellbeing programs (Dabrowski, 2021).
Building positive relationships
Developing positive teacher–student relationships is essential for promoting student wellbeing. However, challenges such as differing values, judgmental attitudes, and maintaining boundaries can complicate this process (Ridge et al., 2003).
Effective inclusion
Ensuring that wellbeing initiatives are inclusive is critical. Engaging students in the development and implementation of these programs can enhance their relevance and effectiveness (Baik et al., 2019).
Addressing common challenges in promoting student wellbeing requires a multifaceted approach that includes training and support for educators, culturally sensitive strategies, adequate resources, and active student involvement in wellbeing initiatives.
Peer Support Group Activities & Exercises
If you’re looking for ideas on how to run a peer support group, then look no further. In this section, we have compiled free exercises and worksheets to get you started. Some can be practiced one-to-one, and all can be used in a group.
If in doubt about how to use an exercise in a group setting, then consider breaking the group into partners and getting each person to guide the other, then bring the group back together and reflect on the exercise as a group. You can use the group reflection exercise provided for any activity.
Building group cohesion and trust
The exercises below are provided to help break the ice and build trust when starting a peer support group for the time.
Learning to cope with life challenges and stressors is essential for maintaining physical and mental wellbeing.
This Coping Skills Inventory helps participants reflect on and recognize their coping skills, then make an inventory they can draw on to overcome life challenges in the future.
The Coping With Stress worksheet provides participants with the opportunity to identify stressors, think about how they have coped with these before, and reflect on how they might cope with stressors in the future to help them build resilience.
Emotional literacy
Peer supporters need emotional literacy skills to support each other effectively. Here are some resources for cultivating appreciation, empathy, and sharing positive emotions.
Gratitude Journaling is a powerful practice for cultivating positive emotions and wellbeing. This worksheet provides a format to aid reflection on “glimmers” rather than “triggers” and appreciate everyday positive experiences that might otherwise be missed.
Empathy Bingo is an exercise to help develop emotional literacy for peer supporters. It reflects on how best to respond to a range of scenarios and why empathy is usually best.
People with low self-esteem often use negative self-appraisals that mask the positive qualities that lie beneath. The What I See in YOU group exercise boosts self-esteem by providing participants with an opportunity to reflect on the many positive qualities others perceive when looking at them.
Telling someone else’s story can help develop perspective-taking skills while developing empathy. The Telling an Empathy Story worksheet includes five steps that can be used in peer support group sessions.
Mindfulness
The mindfulness exercises offered here are designed to help manage stress and anxiety.
Nature Play involves using the five senses to cultivate mindfulness while walking in nature or in a garden or park. This has a grounding effect.
Anchor Breathing involves using the breath as an anchor when stressed to get grounded, reduce anxiety, and prevent overwhelm.
Silent Connections is a group exercise that can help build trust between participants by using mindful nonverbal communication.
Resilience
Everybody has coping skills, even if they’re not consciously aware of them. Understanding our coping skills is essential for building resilience. Resilience refers to a flexible psychological state that bends and responds to change without breaking.
Exploring Past Resilience helps participants identify existing resources they can use to build resilience now and in the future.
Resilient Problem-Solving Skills guides participants in the development of problem-solving skills required to develop resilience in the face of inevitable life challenges.
Uncover Your Purpose is an exercise designed to develop a sense of meaning that is a powerful buffer when overcoming problems. If we have a sense of purpose, we know where we’re heading and what we want to achieve, which can help us stay on track.
Top 17 Exercises for Positive Education
Use these 17 Positive Education Exercises [PDF] to enhance student engagement, resilience, and wellbeing while also equipping students with valuable life skills.
Here at PositivePschology.com, we have even more resources to help you design peer support group activities for students. You might find reading the following articles useful to generate ideas.
Completing the Masterclass also earns you eight continuing coaching education credits accredited by the International Coaching Federation, a useful addition to your continuing education portfolio.
If you want to integrate the evidence-based principles of positive psychology into the classroom, consider this collection of 17 validated positive education exercises. Use them to enhance student engagement, resilience, and wellbeing while also equipping students with valuable life skills.
A Take-Home Message
Peer support programs can be of great benefit for students’ mental health.
Gen Z students face many life challenges establishing themselves as independent adults due to the cost of living and the pressures of academic achievement.
The digital mediation of peer relationships has eroded opportunities for embodied, face-to-face connections that provide the nonverbal cues needed that help regulate the nervous system.
Peer support for students can help compensate for these new generational challenges to wellbeing and mental health, while student wellbeing is essential for ensuring student success.
How can I create a classroom environment that encourages peer support?
Co-mentoring is a way to ensure that students have a study buddy which is an important component of peer support in the classroom.
What’s the best way to match students for peer support activities?
Matching students with complementary strengths and skills can help each learn from the other.
How can I teach students peer support?
Teaching students how to effectively participate in peer support activities requires developing their communication, empathy, and collaboration skills.
References
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Baik, C., Larcombe, W., & Brooker, A. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38(4), 674 – 687. https://doi.org/10.1080/17482631.2021.1946928
Byrne, D., & Carthy, D. (2021). A qualitative exploration of post-primary educators’ attitudes regarding the promotion of student wellbeing. International Journal of Qualitative Studies on Health and Well-being, 16(1), Article 1946928. https://doi.org/10.1080/17482631.2021.1946928
Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: Student and staff perspectives. Journal of Further and Higher Education, 45(8), 1076–1089. https://doi.org/10.1080/0309877X.2021.1875203
Climie, E., & Henley, L. (2016). A renewed focus on strengths-based assessment in schools. British Journal of Special Education, 43(2), 108–121. https://doi.org/10.1111/1467-8578.12131
Dabrowski, A. (2021). Beyond mindfulness Mondays: The potential of open education to support whole school wellbeing – a case study from Australia. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for online learning contexts: Digital, mobile and open (pp. 143–156). Springer. https://link.springer.com/chapter/10.1007/978-3-030-67349-9_11
Dahlen, A. I. (2022). Teaching through a polyvagal lens: Using the science of safety to co-regulate in the classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/908
Drysdale, M. T. B., McBeath, M. L., & Callaghan, S. A. (2022). The feasibility and impact of online peer support on the well-being of higher education students. The Journal of Mental Health Training, Education and Practice, 17(3), 206–217. https://doi.org/10.1108/JMHTEP-02-2021-0012
Ellingsen, M. (2021). Social media and the costs of distraction. Journal of Interdisciplinary Studies, 33(1–2), 43–58. https://philpapers.org/rec/ELLSMA-6
Fortuna, K. L., Solomon, P., & Rivera, J. (2022). An update of peer support/peer provided services underlying processes, benefits, and critical ingredients. Psychiatric Quarterly, 93, 571–586. https://doi.org/10.1007/s11126-022-09971-w
Grégoire, S., Lachance, L., Bouffard, T., & Dionne, F. (2018). The use of acceptance and commitment therapy to promote mental health and school engagement in university students: A multisite randomized controlled trial. Behavioral Therapy, 49(3), 360–372. https://doi.org/10.1016/j.beth.2017.10.003
Harrison, D., Rowland, S., Wood, G., Bakewell, L., Petridis, I., Long, K., Vasileiou, K., Barnett, J., Barreto, M., Wilson, M., Lawson, S., & Vines, J. (2023). Designing technology-mediated peer support for postgraduate research students at risk of loneliness and isolation. ACM Transactions on Computer-Human Interaction, 30(1), 1–40. https://doi.org/10.1145/3534961
John, N. M., Page, O., Martin, S. C., & Whittaker, P. (2018). Impact of peer support on student mental wellbeing: A systematic review. MedEdPublish, 7, Article 170. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10701817/
Korinek, L. (2020). Supporting students with mental health challenges in the classroom. Preventing School Failure: Alternative Education for Children and Youth, 65(2), 97–107. https://doi.org/10.1080/1045988X.2020.1837058
Lim, A. J., & Tan, E. (2024). Social media ills and evolutionary mismatches: A conceptual framework. Evolutionary Psychological Science. https://doi.org/10.1007/s40806-024-00398-z
Luthar, S., Kumar, N., & Zillmer, N. (2020). Teachers’ responsibilities for students’ mental health: Challenges in high achieving schools. International Journal of School & Educational Psychology, 8(2), 119–130. https://doi.org/10.1080/21683603.2019.1694112
Newton, D., Tomyn, A., & Lamontagne, A. (2021). Exploring the challenges and opportunities for improving the health and wellbeing of international students: Perspectives of international students. Journal of the Australian and New Zealand Student Services Association, 29(1), 18–34. https://search.informit.org/doi/pdf/10.3316/informit.352915754847750
Onyeka, O., Richards, M., Tyson McCrea, K., Miller, K., Matthews, C., Donnelly, W., Sarna, V., Kessler, J., & Swint, K. (2022). The role of positive youth development on mental health for youth of color living in high-stress communities: A strengths-based approach. Psychological Services, 19(Suppl. 1), 72–83. https://psycnet.apa.org/fulltext/2022-01209-001.html
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White, S., Foster, R., Marks, J. Morshead, R., Goldsmith, L., Barlow, S., Sin, J., & Gillard, S. (2020). The effectiveness of one-to-one peer support in mental health services: A systematic review and meta-analysis. BMC Psychiatry, 20, Article 534. https://doi.org/10.1186/s12888-020-02923-3
About the author
Jo Nash, Ph.D., began her career in mental health nursing before working as a service user advocate and in mental health policy research. After gaining her Ph.D. in Psychotherapy Studies, Jo was a Lecturer in Mental Health at the University of Sheffield for over a decade. She has trained in two mindfulness-based interventions, ACT and MBCT. Jo currently coaches neurodivergent and highly sensitive adults where she applies positive psychology using a strengths-based, solution-focused approach.
Generation Z comprises most full-time students in further and higher education in 2024 and the world’s first digital natives.
If you’re looking for ideas on how to run a peer support group, then look no further. In this section, we have compiled free exercises and worksheets to get you started. Some can be practiced one-to-one, and all can be used in a group.
