Peer Mentoring Shows Promise in Easing Student Depression

Harra, R. C., & Vargas, I. (2024). A peer-based mentoring program for reducing anxiety and depression symptoms among college students: A preliminary study. Journal of American College Health, 72(9), 3491–3498. https://doi.org/10.1080/07448481.2023.2172580

Introduction
College students are seeking mental health services at unprecedented rates, outpacing the availability of professional support on campuses. Despite the decreasing stigma surrounding mental health, systemic barriers like long wait times and resource scarcity persist. Authors Harra and Vargas (2024) explore whether trained peer mentors could help fill this gap. Peer support programs may offer a viable pathway for early intervention, especially for students experiencing mild to moderate symptoms who are often underserved in traditional counseling settings. This preliminary study evaluates the feasibility, acceptability, and initial effectiveness of such a program.

Methods
A total of 32 undergraduate students with moderate symptoms of depression or anxiety were randomly assigned to either a four-week peer mentoring intervention or a waitlist control group. Mentors (consisting of trained juniors and seniors) received instruction in listening skills, crisis response, and cultural competence over three sessions. The intervention group met weekly via Zoom for unstructured conversations centered around open-ended questions and emotional support. Symptom changes were assessed using the Mood and Anxiety Symptom Questionnaire (MASQ) and the Patient Health Questionnaire (PHQ-8) at baseline, post-intervention, and follow-up. Analyses included between-subjects ANOVAs and effect size calculations.

Results
Students in the peer mentoring group experienced significantly greater reductions in depressive symptoms, particularly anhedonic depression (MASQ-AD), compared to the control group (F(1, 28) = 4.55, p = .04, Cohen’s d = 0.79). PHQ-8 scores also showed a medium effect size reduction in the intervention group (d = 0.48). Although anxiety-related symptoms did not show statistically significant improvement, qualitative feedback was overwhelmingly positive. Most participants valued the opportunity to share openly with someone close in age, highlighting the program’s emotional accessibility and potential for meaningful connection.

Discussion
These findings suggest that peer mentoring programs may serve as a valuable and scalable mental health resource for college campuses. While the strongest effects were observed for depressive symptoms, in particular anhedonia (the inability to feel pleasure from activities that are usually found enjoyable), the brief intervention period and small sample size limit the generalizability of results. Still, the program’s feasibility and positive reception point to its utility as a preventative measure. The non-clinical, relatable nature of peer mentors may make them uniquely suited to support students experiencing early symptoms of distress.

Implications for Mentoring Programs
Mentoring programs that integrate basic mental health support can play a vital role in alleviating the strain on campus counseling services. This study underscores the importance of brief, structured peer interactions in reducing depressive symptoms. Programs should consider training peer mentors in active listening and basic mental health literacy, with special attention to anhedonia and other early signs of distress. Ultimately, this model shows potential to broaden mental health access for underserved student populations.

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