As schools and communities are scrambling to find more ways to support the well-being of young people in an epidemic-fueled mental health crisis, some feel the answer is to help other students.
The basic idea behind these peer support programs is simple: they rely on trained students who reach out to them, provide direct advice and guidance, or spot struggling students and help them connect with an adult or professional resource.
Many people – especially students – want to see more licensed mental health professionals at school, but it takes time and money to find adequately trained professionals. And while peer support systems are not intended to replace trained adults equipped to handle serious problems, they may be the first line of initial intervention and empowerment – although experts say research on their effectiveness remains limited.
There is no shortage of peer support programs to evaluate, and the tools used to deploy them are becoming more professional and accessible in the growing digital world.
An example is Seattle’s Tin Link, a free phone line founded in the 1990s that has since expanded into online chat and text messaging. Teenagers can talk to a trained teen volunteer about anything on their mind, and can call or connect from anywhere in the country.
Stella Rubel is a high school sophomore who has kept staff at the Tin Link line for more than a year because the program resonated with her values. “I’ve struggled with various mental health issues since my childhood… and knowing that people have helped me with my mental health issues, I now want to help other people,” he said.
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Many students are willing to take on this role. At the moment, there are 58 teen volunteers in the line – 18 of them new.
Jenny Shehata, TeenLink’s volunteer coordinator, said: “One of the best and most heartbreaking things together is that around March-April 2020, the interest in volunteering with TeenLink has grown.
Stands for Tin Link’s longevity, accessibility and wide focus; The line received more than 2,533 calls, texts and chat messages last year, and teens can talk to volunteers about almost anything – how their day went or even a new episode of their favorite TV show.
One positive aspect of peer-based support is that students who do not have a trusted adult in their life may feel more comfortable seeking help from a peer. According to the 2021 Washington State Healthy Youth Survey, about 13 percent of eighth-graders in the state say they don’t have an adult to go to when they feel sad or hopeless. For 10th and 12th grade students, the figure rose to 15 percent
“The person who picked up the phone is going to be your own age and there’s something really special about being able to find out,” Shehata said. “Having more peer-to-peer support options in the community in general breaks many of the stigma of reaching out for mental health support.”
There is a wide range of peer-based support approaches, including mentorship programs to keep children in school and to acquire academic and peer leadership programs that address specific issues such as substance abuse and suicide prevention.
Maggie Sibley, an associate professor of psychiatry and behavioral science at the University of Washington, has created a program that provides targeted peer support for beginners struggling with high school transition.
The pilot program trains 11th and 12th graders to do early interventions – helping with school work planning and navigating new social dynamics – to reduce the risk of dropping out. Only one Seattle High School participated in the program last year, but Sibley expects to expand to a few more next year.
According to the 2021 Washington State Healthy Youth Survey, about 13 percent of eighth-graders in the state say they don’t have an adult to go to when they feel sad or hopeless. For 10th and 12th grade students, the figure rose to 15 percent
A research survey published a few years ago by Sibyl found that students skipped classes and felt more confident or positive about their school work and the school community – the results she hoped to see.
Sibyl hopes to finally track how students are progressing academically, as well as socially and emotionally, throughout high school.
But overall, there is not much data on the effectiveness of peer mentoring or support programs.
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Academics and others are experimenting with new ways to meet students’ mental health needs – or reinventing old techniques.
Last year, researcher Mina Fazel analyzed research from around the world by examining peer mental health programs at the school. The Oxford University professor’s research indicates that students trained to be mentors – not those receiving mentorship – have clearly benefited.
The analysis did not indicate that there is any risk of harm in mentoring students, says Fazel, a professor of adolescent psychiatry, but it does show that there is insufficient data to determine whether school-based peer programs make meaningful overall emotional improvement. Mars
“At the moment we don’t know if it’s helpful, full stop,” he said.
Because research shows that peer support programs have benefits for mentors or peer leaders, he suggests that people offer these kinds of opportunities for students who may struggle.
“Oh, why don’t we train them instead of saying ‘you need to be mentored’ … and help them care and advise a child under a few years old, maybe they have problems like that,” he said. .
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Peer mentorship brings its own challenges. Teen Link volunteers receive training and receive assistance from an adult volunteer on each of their calls. But Shehata said not every call comes with a clear solution or solution and training volunteers also focuses on helping them deal with it.
“We tell our volunteers from day one,‘ You can’t be expected to solve or solve someone’s problem, we’re here to be a word board for people, ’he said.
Assigning students a role in mentorship or other support programs can also come with errors, such as matching them with someone with whom they do not feel completely comfortable.
“There’s something really special about being able to reach out to you and find out that picking up the phone is going to be your own age.”
Johnny Shehata, a Teen Link volunteer coordinator
For this reason, Fazel says, it is vital for any school or community to closely evaluate its impact and create a peer program to adjust its design accordingly. It is also critically important for the school and the staff within them to understand what he or she will support as a “proven social network” or to turn to children when they naturally feel like it.
“Young people would rather choose who they can go to for help, but can we do something to make everyone at school feel a little more confident listening to their friends?” He said.
Fortunately, there is a growing interest in the mental health needs of young people.
Federal agencies such as the substance abuse and mental health service administration are focusing more and more on creating peer support options and including the voices of young people in the evolving system of care. More grassroots organizations are offering virtual connections for those seeking help, building peer resource networks under better supervision and connecting them to established official resources. Many are also offering more professional training, said Mike Pullman, a research associate professor at the University of Washington School of Medicine.
“We’re seeing a lot more digital remote options,” he said. “Definitely a more scalable option.”
Such virtual offers can play a key role in increasing access, which is especially helpful for young people with limited resources. But Pullman said that since many young people and children have been deprived of the opportunity to socialize with their friends throughout the epidemic, guided peer support may now be more necessary.
“We tell our volunteers from day one, ‘You can’t be expected to solve or solve anyone’s problem, we’re here to be a word board for people.’
Johnny Shehata, a Teen Link volunteer coordinator
“There are a lot of young people out there whose social support networks have been disrupted,” Pullman said. “I think peer support can play a huge role.”
Rubel, a volunteer at TinLink, thinks more states should have resources like TinLink.
She said volunteering with Tin Link helped her support her friends.
“Instead of trying to make sense of what they’re saying directly to themselves, I’ve learned more to ask them questions about what’s happening to them,” he said.
Because when it comes down to it, peer support doesn’t have to be overly complex or formal to influence.
Sometimes it’s as easy as saying hello, asking someone about their day and really listening to what they say.
Produced by this story on the Peer Support Program Education Lab at the Seattle TimesIn collaboration with “Supportive Students: What’s Next for Mental Health,” as part of the project Hatchinger report, A non-profit, independent news organization focusing on inequality and innovation in education, The Christian Science Monitor and Education Labs at AL.com, The Dallas Morning News, The Fresno B and The Post and Courier. Sign up for Hatchinger newsletter.
