A novel approach to peer-support for academic researchers

Background: Academic researchers experience high levels of stress, isolation, and loneliness, compromising their wellbeing. There is a particular need to address these issues amongst early career and postgraduate research staff. “Spaces for Listening” is an initiative to increase active listening and provide peer support.

Aims: To assess the feasibility, acceptability and potential impacts of Spaces for Listening in an
academic setting.

Methods: Early-career and postgraduate researchers from a large university in the United Kingdom were invited to attend “Academic Spaces for Listening” (ASfL). Five AsfL sessions (including in-person and Chinese language) were held. A mixed-methods study using online survey and in-depth interviews was conducted. Quantitative data were analysed using descriptive statistics and qualitative data was analysed using principals of thematic analysis. The qualitative and quantitative findings were integrated at the interpretation phase.

Results: A total of 25 participants attended an AsfL session, 22 completed the survey and 6 participated in semi-structured interviews. Participants were very satisfied with the session content (68.2%, N=15), organisation (68.2%, N=15), and delivery (68.2%, N=15). Four themes were identified from qualitative analysis: The AsfL experience, Impact of AsfL, Potential challenges of AsfL, AsfL in the future. Relating to each other was an important outcome for participants during the session. Participants showed interest in the future of AsfL.

Conclusions: Implementing Spaces for Listening in an academic setting is feasible. Further, this programme was well received by participants and may fill a gap in the social interactions amongst academic researchers.