“KNOWING I’D BE OK”: POTENTIAL PEER MENTORING BENEFITS FOR ONLINE GRADUATE LEARNERS

Abstract

Postsecondaries need learner mental health (MH) supports suited to the online learning environment. Research has demonstrated that peer mentoring is a viable online learner MH support. The purpose of this interpretative phenomenological analysis (IPA) study was to uncover the graduate learner perspective of using an online peer mentoring program (PMP) as a learner MH support. Four graduate learner participants provided data through interviews and writing prompts. Data were analyzed as per IPA with a disability theory lens. Participants characterized peer mentoring as the act of supportively sharing experiential knowledge and as being relevant for student counsellors. Participants’ perceptions showed that online education positively and negatively affected learner MH, and they believed that learner welfare is a shared responsibility between themselves and the institution. Emergent research demonstrates that all postsecondary learners will need post-COVID-19 MH supports. My study suggests that a PMP is one way postsecondaries can fill this learner need.