Beyond the Game: Peer-Mentoring for Student Athletes

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Johnston K, Mutaj F, Frake-Mistak M. “A shoulder to lean on during your first year”-An exploration into a Canadian post-secondary institution’s peer mentor program for varsity student athletes. PLoS One. 2024 May 8;19(5):e0298806.

Introduction

The transition from high school to college is a pivotal period for students, especially for those balancing academic and athletic commitments. While this phase presents opportunities for personal and academic growth, it also introduces challenges such as increased academic expectations, time management difficulties, and social adaptation. 

To ease this transition, many institutions implement Peer Mentor Programs (PMPs) aimed at providing structured support. Johnston and colleagues (2024), evaluate the perceived value of a PMP designed for student-athletes (SAs) at a Canadian university.

Methods

Semi-structured interviews with 30 university members, including first-year SAs (mentees), upper-year SAs (mentors), faculty members, and program coordinators were conducted. 

Data analysis followed an inductive thematic approach, allowing the researchers to identify key themes related to program effectiveness, areas of strength, and opportunities for improvement.

Results

Participants highlighted three core areas of program effectiveness:

  1. Academic Skill Development – The program facilitated learning strategies such as time management, effective studying, and essay writing. Faculty and mentors reported that mentees developed stronger academic self-regulation skills over time.
  2. Social and Emotional Support – The mentorship relationships fostered a sense of belonging among mentees, reducing feelings of isolation and stress. Many mentees described their mentors as a crucial support system, both academically and personally.
  3. Resource Accessibility – The PMP connected mentees to academic advisors, career services, and mental health resources, reinforcing institutional support beyond athletics.

Despite these successes, areas for improvement were identified. Time management remained a recurring challenge, with participants suggesting that the program should reinforce these skills throughout the academic year. Additionally, mentees expressed interest in longer structured study sessions and a greater focus on resilience-building strategies.

Discussion

The study reinforces the value of peer mentorship in enhancing the first-year experience for SAs. A key takeaway is the importance of structuring mentorship programs to be adaptive. 

The need for time management reinforcement suggests that single interventions at the beginning of the semester may be insufficient. Similarly, discussions on resilience indicate that mentorship should extend beyond academic guidance, incorporating elements of emotional and psychological well-being.

The findings align with broader educational literature, which emphasizes the role of structured mentorship in improving retention, academic performance, and student satisfaction.

Implications for Mentoring Programs

  • Structured Academic and Emotional Support is Crucial
    The transition from high school to university is particularly challenging for student-athletes due to increased academic demands, athletic commitments, and social pressures. A well-structured peer mentorship program can help by providing academic skill-building workshops (e.g., time management, study techniques) and offering a safe space for emotional and social support.

  • Mentorship Should Emphasize Resilience and Coping Strategies
    Coaches and mentors emphasized that providing tools to help athletes develop self-regulation and perseverance is critical for long-term success in both sports and academics.

  • Connection to Resources and Personalized Matching Enhances Effectiveness
    Successful mentoring programs should focus on fostering strong social connections among student-athletes and providing access to institutional resources (e.g., academic advisors, career services, mental health support). Additionally, mentees benefit most when paired with mentors who share similar academic interests, as this allows for better academic guidance.

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