The Peer-to-Peer Model: A UK Institution’s Approach to Broadening and Embedding the Provision of Peer Learning and Support

This paper shares a UK institution’s research-informed peer-to-peer model for broadening and embedding a variety of peer learning and support activities into the curriculum and as co/extracurricular opportunities. Qualitative research explored the approaches, practices, and values of peer learning and support through a literature review, followed by mapping practices across the institution and conducting focus groups with students and staff. Thematic analysis of these findings, combined with reflections from the professional experience of the researcher, informed the development of the peer-to-peer model. The importance of institutions strategically leading and evaluating the embedding of peer learning and support within the curriculum across all courses, in addition to providing co/extracurricular opportunities, is discussed. Findings highlighted a wide variety of approaches to peer learning and support and identified five key stages to guide staff practice, including 1) co-design, 2) inclusive recruitment, 3) training and reward, 4) safeguarding and supervision, and 5) evaluation. Values were identified for framing peer-to-peer interactions as empowering, developmental, collaborative, exploratory, accountable, respectful, inclusive, transitional, compassionate, and motivational. Implications of the peer-to-peer model for institutions and practitioners are discussed, including its use for staff development, curriculum design and teaching, quality assurance and impact evaluation, and research. Next steps for further research and wider consultation are shared.