Supporting First-Year Student Transition through Peer Mentoring: A Case Study of a University Foundation Programme

Abstract

The transition from secondary education to university can create academic, social, emotional, and organizational challenges for first-year students. Peer mentoring programmes are increasingly used to support this transition by connecting new students with experienced peers who can provide guidance, encouragement, information, and referrals to institutional services. This case study examined the implementation of a peer-mentoring programme within a university foundation course and explored how the programme influenced first-year students’ academic confidence, sense of belonging, and engagement with university life.

A qualitative case-study design was employed. The fictional case involved 24 first-year students and eight second-year peer mentors participating in a 12-week transition programme. Data were generated through student interviews, mentor reflection journals, group-discussion records, attendance logs, and researcher observations. The illustrative thematic analysis identified four central themes: developing academic confidence, building a sense of belonging, learning to navigate university systems, and managing the boundaries of peer support. Students reported that mentors helped them understand academic expectations, locate campus resources, develop study routines, and feel more comfortable asking for assistance. Mentors also described personal benefits, including improved communication, leadership, empathy, and problem-solving skills. However, inconsistent meeting attendance, unclear mentor responsibilities, limited training, and difficulties supporting students with complex needs were identified as challenges.

The case suggests that peer mentoring can serve as an effective transition support when mentors receive structured preparation, programmes are integrated with academic advising, and clear referral pathways are available. The case is fictional, and all data and findings are simulated for website and journal-layout demonstration purposes.