What is it about?
This research evaluates a student peer mentoring programme created specifically for university computer science students. Rather than relying on generic, centralized advice desks, it embeds senior final-year computing students directly into the technical learning environment of junior students as their mentors. The model introduces five distinct, accessible entry points: weekly coding workshops for assignment troubleshooting, day-long code-jams for collaborative project building, informal coffee mornings for ad-hoc advice, proactive computing lab support alongside lecturers, and dedicated 1:1 Mentoring. This flexible structure creates a "gateway effect", reducing the intimidation of asking for help and encouraging participating mentees to take part in multiple types of support events, before they encounter problems and need to seek out help.
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Why is it important?
Computer science degree programmes face one of the highest university dropout rates (around 9.8%), because mastering programming logic, syntax, and debugging can be a frustrating, challenging and solitary experience. Generic university-wide mentoring often fails because mentors from other departments cannot assist with complex coding bugs. This study demonstrates that subject-specific peer coaching directly alleviates the "debugging bottleneck", raising first-year undergraduate course progression from 81% to 97% and boosting master's student academic performance from 62% to 67%. It provides a timely, practical blueprint for STEM departments to move away from reactive "deficit" models (where students only seek help when failing) toward building inclusive, supportive, technical learning communities.
Perspectives
I have been providing student support within my institution for 15 years and developing this programme and seeing the positive impact it can have on students has been extremely satisfying. By taking a holistic community building approach, paying mentors a wage, establishing faculty management, and utilizing platforms like Discord for moderation, the initiative demonstrates how professionalising student leadership fosters real accountability while building genuine belonging and making a measurable difference in peoples' lives. The positive impact of feeling like you belong and are supported is evident in not only the mentees, but also the students mentoring them.
Mark Featherstone
Sheffield Hallam University
Read the Original
This page is a summary of: Holistic Peer Mentoring of Computing Students in Higher Education, ACM Inroads, September 2026, ACM (Association for Computing Machinery),
DOI: 10.1145/3833218.
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