Why Peer Coaching Matters More for Commuter Students Than You Think

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Wallington, V., Simmons, R., Cardinale, E., & Hernandez, V. (2025). Success Central: Examining the relationship between peer coaching and success of residential vs. commuter college students. Journal of College Student Retention: Research, Theory & Practice, 0(0), 1–19. https://doi.org/10.1177/15210251251378639

Introduction

College persistence is a central challenge, particularly for commuter students who often grapple with unique logistical and time barriers compared to residential peers. Wallington and colleagues (2025) investigated the Success Central program, a peer coaching intervention at a mid-size university, specifically examining its differential impact on retention for these two distinct student groups.

Methods

The authors analyzed institutional data from over 1,100 first-year undergraduates at a public university. Participants were divided into groups based on their engagement with Success Central and residential status. Variables included semester GPA, fall-to-spring retention, and fall-to-fall retention. The study employed quantitative analyses, including ANOVA and chi-square tests, to compare academic outcomes between coached and non-coached students.

Results

Students who participated in peer coaching demonstrated significantly higher semester GPAs and retention rates than those who did not. The benefits were especially pronounced among commuter students, who typically experience lower campus engagement. Peer coaching appeared to foster stronger academic habits, motivation, and institutional connection across both groups.

Discussion

The findings underscore the role of structured peer coaching as a bridge to academic and social integration. By providing individualized support from trained peers, programs like Success Central enhance belonging and persistence—particularly for students who may feel marginalized or disconnected.

Implications for Mentoring Programs

Peer mentoring initiatives should adopt a formalized skill-building (coaching) curriculum rather than providing passive support. Programs must also consciously tailor strategies to address the unique needs of commuter students, focusing on self-regulation, time management, and leveraging available campus resources to maximize persistence.

Read the full paper here.