Work-integrated learning and the importance of peer support and sense of belonging

Abstract

Purpose The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program. Design/methodology/approach Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser. Findings The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health. Originality/value The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.

The impact of the COVID‐19 pandemic on the mental health and well‐being of children and young people

“…The importance of connectedness in schools as a means for promoting emotional well‐being is widely documented. With the help of supportive networks, children and young people are more likely to develop positive beliefs in themselves and feelings of competence and optimism (McBeath et al., 2018; McLoughlin et al., 2018). Schools play a key role in supporting bullied children and in promoting values that include vulnerable children in the peer group rather than excluding them.…”

Transition to Online Higher Education during COVID-19 Pandemic: Turmoil and Way Forward to Developing Country - Nepal

“…The COVID-19 pandemic has been creating sever pain to almost all areas of human life and economic activities. Realizing these facts, plenty of research rooms are open to examining its impacts, opportunities, and threats during pandemic period integrating multiple disciplines like peer support (McBeath et al, 2017), personal characteristics of students (Prevatt et al, 2011), self-control and time management (Kim & Seo, 2015;Mbuva, 2011), willingness to study (Leonard & Insch, 2005), student attention (Cao et al, 2020), acceptance of responsibility (Robinson, 1993), ability to concentrate (van den Bogaard, 2012), ability to react to change and mistake (Nonis et al, 2005), faculty attitudes (Yao et al, 2020), teaching strategies (Hattie, 2015) and many others . Similar study can be conducted longitudinally to judge further effectiveness and chaos regarding online mode during the pandemic period in developing countries.…”

Student perspectives on mental health support and services in the UK

“…Potential benefits of peer support include increased wellbeing and self-esteem, a sense of hope, companionship and improved social functioning (Davison et al 2012;Lawton-Smith 2013). Through semistructured interviews with students, McBeath, Maureen and Bohn (2017) reported that peer support could increase sense of belonging within the university community. Through sharing experiences, peer support may also provide greater social engagement and group identification (Naslund et al 2014).…”

“…Through sharing experiences, peer support may also provide greater social engagement and group identification (Naslund et al 2014). Sense of group identification has been shown to predict lower levels of depression (Cruwys et al 2006), higher levels of life satisfaction (Sani et al 2012) and well-being (McBeath et al 2017).…”