An exploration of graduate student peer mentorship, social connectedness and well-being across four disciplines of study

Abstract

Purpose Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The purpose of this study was to explore how engagement in formal and informal peer mentorship, as described by students across four academic disciplines, impacts the social connectedness and well-being of graduate students. Design/methodology/approach A convergent mixed methods research design was used, with quantitative and qualitative data gathered in parallel to gain a comprehensive, corroborated and integrated understanding of graduate students’ perspectives and experiences with peer mentorship. Online survey and interview data were collected from graduate thesis-based master’s EdD and PhD students in education, medicine, nursing and social work. The data were analyzed using descriptive statistics and thematic analysis. Findings The authors found a commonality of graduate student experiences across disciplines with respect to the diverse psychosocial impacts of graduate peer mentorship. Peer-mentoring relationships offered mentees emotional support, motivation and a sense of community and offered mentors opportunities for self-development and gratification. Originality/value This research is unique in its in-depth exploration of the interdisciplinary perspectives and experiences of graduate students from Education, Nursing, Medicine and Social Work. While further research is needed to explore the implementation of structural approaches to support the development of peer-mentoring relationships in graduate education, the multidisciplinary focus and depth and breadth of this inquiry suggest the potential transferability of the study findings to other disciplines and academic settings. The findings from this study further highlight the need for strategic activation of existing program resources to foster greater connectedness and well-being among graduate students.

Mentoring and Well‐Being in Higher Education

“…Finally, Oddone Paolucci et al. (2021) found that peer mentorship and support in graduate programs enhanced student well‐being by promoting social connectedness, a sense of belonging, increased emotional support opportunities, and improved academic motivation.…”

“…Mason and Hickman (2019) showed that peer mentors supporting international doctoral students reported several benefits, including gaining confidence, improving knowledge, and increasing socialization, which has been previously connected to increased well‐being. In Canada, researchers found that peer mentors self‐reported that participation in mentoring programs enhanced their personal growth, academic lives, and well‐being (Oddone Paolucci et al., 2021). These benefits were derived from feeling appreciated and valued by their peers.…”

Applying theory and research toward reducing suicidality among graduate students and postdoctoral scholars

“…In addition, research has shown that mentoring matters for postdoctoral scholars even more than it does for graduate students (Liénard et al , 2018; Woolston, 2019). Peer mentorship among graduate students (Paolucci et al , 2021), between graduate students and postdocs (Blaney et al , 2020) and within doctoral student support groups (Panayidou and Priest, 2021) have each shown positive benefits related to increased well-being. While graduate students and postdocs have the responsibility for participating in such opportunities, institutions have a responsibility for facilitating such opportunities for participation, toward the goal of increasing belongingness, which can seek to improve mental health conditions that can be risk factors of suicidality (APA, 2022b).…”

Fostering Learning and Reciprocity in Interdisciplinary Research

“…The informal mentoring relationships that our team developed organically during our research collaboration could be intentionally formalized by matching individuals with specific learning goals to other team members who have the capacity and expertise to provide targeted mentorship specific to these goals. Prioritizing individual and group learning can create a cultural shift that values team process and relationships (Oddone-Paolucci et al, 2021), while still promoting the traditional valued outputs of academia, including journal article publications and conference presentations.…”