Lucy Chilvers and Dr Catherine McConnell from the International Association for Peer Learning and Support and University of Brighton, introduce a sector-wide initiative designed to embed peer learning and support across higher education.
We are pleased to publish the Peer-to-Peer Framework – a sector-wide initiative designed to embed peer learning and support across higher education.
Developed by Lucy Chilvers and Dr Catherine McConnell from the International Association for Peer Learning and Support and University of Brighton, this evidence-informed framework offers practical guidance for enhancing student engagement, success and wellbeing.
In this blogpost, the authors introduce the framework and associated resources.
The Peer-to-Peer Framework is informed by evidence from institutional research at the University of Brighton (Chilvers, 2025) and further developed through national research published by Advance HE (Lochtie and McConnell, 2024). This innovative framework is designed to facilitate an inclusive approach to embedding peer learning and support across higher education institutions, offering a strategic and practical guide for enhancing student engagement, success and wellbeing.
At its heart, the Peer-to-Peer Framework champions the power of students learning with and from each other. Whether through curriculum-embedded group work, co-curricular mentoring schemes or extra-curricular student societies, peer-to-peer activities foster a sense of belonging, boost academic confidence and cultivate essential professional skills.
The framework recognises that peer learning is not a one-size-fits-all model; it thrives in diverse contexts and can be tailored to suit the unique needs of students, disciplines, departments and student services.
How can this framework be useful to you?
For academic staff, the framework offers a structured approach to integrating active, collaborative learning into your teaching practice. It aligns with the Professional Standards Framework (PSF), supporting Fellowship applications and evidencing your commitment to inclusive, student-centred pedagogy.
For professional services colleagues, it provides a blueprint for designing student-facing initiatives that promote engagement, retention and progression. From buddying schemes to ambassador programmes, peer support can be a powerful tool for enhancing the student experience beyond the classroom.
For senior leaders, the framework supports strategic planning for whole-institution approaches to student success. It encourages cross-departmental collaboration and partnership with students, helping to build a culture of collegiality and shared purpose.
The framework proposes five key stages of development:
- Student-Staff Co-Design– ensuring students are active partners in co-creating peer activities.
- Training & Preparation– equipping students and staff with the tools, motivation and understanding to succeed.
- Reward & Recognition– valuing student contributions through credit, credentials, payment or celebration.
- Safeguarding & Supervision– creating safe, inclusive spaces for peer interaction overseen by staff.
- Evaluation & Reflection– assessing impact and continuously improving practice.
Values
Underpinning these stages of development are 10 values that promote empowerment, inclusivity, collaboration and compassion amongst peers.
These principles ensure that peer learning is not only effective but also meaningful and respectful. These can be used to guide the implementation of peer activities, through all five key stages including evaluating the impact of peer-led approaches.
Student partnership
Whether you’re designing a new module, developing a student support initiative, or shaping institutional strategy, the Peer-to-Peer Framework offers a flexible, evidence-informed foundation to guide your work. It’s a call to action for the sector to embrace student partnership and unlock the transformative potential of peer learning.
To access supporting resources, please visit Advance HE’s Knowledge Hub here.
If you would like to discuss developing your practice with the authors, please get in touch with Dr Catherine McConnell, Head of Student Academic Success, C.McConnell@brighton.ac.uk or Lucy Chilvers, Senior Lecturer, L.R.Chilvers@brighton.ac.uk
Let’s work together to build a more connected, confident, and collaborative student community.
Dr Catherine McConnell is Head of Student Academic Success and Lucy Chilvers is a Senior Lecturer, both at the University of Brighton.
References
Chilvers, L. (2025). The Peer-to-Peer Model: A UK Institution’s Approach to Broadening and Embedding the Provision of Peer Learning and Support. Journal of Peer Learning. 16(1), p2. DOI: 10.21061/jopl.113. Accessible at: https://journalofpeerlearning.org/articles/10.21061/jopl.113
Lochtie, D and McConell, C. (2024) Student-led Peer Learning and Support Compendium. Advance HE. Accessible at: https://www.advance-he.ac.uk/knowledge-hub/student-led-peer-learning-and-support
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