With student anxiety disorders on the rise globally and drastically low rates of seeking professional help of a counsellor by this age cohort, an intermediary step is needed to destigmatize conversations about mental health. Peer-support has been proven to be an excellent resource to fill this gap. Empirical studies have shown that engaging in peer support has reciprocal benefits for the peer and supporter with increased rates of positive coping, empowerment and self-efficacy. This study investigated the experiences of student volunteers who engaged in peer-support training workshops on campus and the meaning that they experienced as a result. The investigation was conducted with a qualitative approach through reflexive thematic analysis and phenomenological framework. It was noted in the accounts of the participants that in-person active listening role-playing resulted in development of soft skills such as empathy, warmth and sincerity. The findings demonstrated that acting in the role of peer-supporter is much like being a friend...but not quite. The peer-supporter role is one that requires balance between professionalism and casual interaction, boundary setting and relationality. The skills developed through the workshops – communication and leadership skills, problem solving, and increased confidence in community engagement – provided a good complement to the psychology curriculum through hands-on and in-person practical application. The added benefit was the sense of community that came as a result of working towards a common goal, increasing the student wellbeing on campus.
