Student and staff experiences of a novel curriculum-based peer support intervention (“study groups”) to support the mental health and wellbeing of postgraduate taught students

Background In recent years there has been increasing concern for the wellbeing of higher education students, and institutions are under pressure to act. Loneliness and social isolation appear common among students, particularly postgraduate taught (PGT) students, and are linked to adverse outcomes such as depression and abandoning studies. We have in place a novel curriculum-based peer support intervention (“study groups”) that may help support the mental health and wellbeing of postgraduate taught students. Aim This study aimed to explore student and staff experiences of the study groups and their perceptions of how they may influence social cohesion, loneliness and wellbeing. Methods Qualitative semi-structured interviews were conducted with students and staff to explore their experiences and views of the study groups intervention. Transcripts of the interviews were analysed by the study authors following the principles of reflexive thematic analysis. Results We completed interviews with 20 students and five staff members. We found that students valued the study groups as a way to make friends, improve feelings of connectedness and cohesion, and receive emotional support. The shared experience of group members was key, although completing joint assignments could be a stressor for some. Conclusions This research suggests that this is a promising intervention to support the mental health and wellbeing of higher education students, and to reduce loneliness and improve social cohesion.