Faculty of Health Peer Mentor
I have been a volunteer peer mentor in the Faculty of Health each trimester since trimester 1 2023. This role pairs a mentor with a diverse group of new students who meet each week, for the first 5 weeks of the trimester. The mentors role is to provide guidance and support for new students as they begin their transition to Deakin University. Personal experience with the transition to university, and knowing how hard it can be, is what prompted me to apply as a peer mentor. In my peer mentor role, I have also always been paired with students studying the same course as me, which has provided a wonderful opportunity for me to support them with their degree.
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I meet with my mentees each week covering topics from "Getting Started at Deakin" to "Wellbeing" to "Academic Success". I also regularly communicate with my mentees outside of meeting times, and have made Messenger chats to remain in contact with interested students beyond the program. As a mentor ​I have to be able to ensure my communication is accessible for the whole group (anywhere from 2-12 people), and covers information relevant to students just out of high school all the way to mature aged students. As I have continued in the program for a number of year, I have been able to refine the content I present to students to ensure it answers their most common questions. For example, I had many of students asking me about the pathway into the Honours year in Psychology. So, I added this information in, also sharing tips from my own experience in the degree. Having a first-hand understanding of the Psychology degree has allowed me to personalise what I present, making it more accessible and engaging for new students and empowering them with the information they need to succeed in their studies.
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I have found this role challenging at times, as, by week 3 or 4 in the trimester, I see a significant drop in mentees attending my meetings. Initially, I was disheartened by this, thinking that perhaps I was not doing a good enough job. However, after speaking to other mentors and the program coordinators about my concerns, they assured me that this was almost a good thing. If mentees were no longer coming to my meetings, it likely meant they had learnt everything they needed to and no longer had pressing questions or concerns about university. Re-framing this experience allowed me see that although it felt like I was not supporting new students, there was actually an unseen benefit my mentoring was having.
A screenshot of one of my Peer Mentor Meetings. This was taken in week 1 of the trimester just before I started the meeting.
One of the Commendation Letters received for my role as a Peer Mentor. This one is from Trimester 2 2023.
NAVIGATE mentor
Knowing that transitions are particularly challenging for autistic students, the NAVIGATE program exists at Deakin to help those commencing university 'navigate' the transition to studying by pairing them with a student mentor. This mentor works one-one-one with the student, supporting them with any questions and challenges they have.​​
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I have learnt the importance of finding different ways to communicate information. In the program I have had a mentee who will often say they understand what I've explained, even if they do not. For example, I would explain how and where to access information of the unit site. My mentee would respond that yes, they did understand my explanation. However, they would come to my meeting the following week and ask the same question. It took a few miscommunications before I realised what was happening, but once I did, I was able to change the way I explained information to ensure it was accessible. Now whenever I respond to a question, I will ask my mentee to explain it back to me, to ensure my they have understood my answer. If not, I know I need to explain or show the information in a different way. This may mean I share my screen and visually talk them through what I am doing, it may mean they dictate to me what they want to say in an email and I type for them. My goal as a NAVIAGTE mentor is to empower my mentees with the confidence and skills to succeed in their studies. In order to achieve this, I try my best to scaffold my mentoring over the trimester or year, initially providing very specific and thorough advice and information, and, as the trimester goes on, I hold more space for the mentee to find the information themselves. This does not mean I leave them to their own devices, but rather let them take the lead. I might ask them "Where do you think this information might be?" or "What do you think we could do here?". This allows space for the mentee to consider a solution. If they are unsure or struggling, I will step in with more support, recognising the unique position I hold as a peer mentor. I have learnt that our brains all learn and understand information in different ways and this needs to be reflected in explanations. I understand the value of a leaders presenting information differently to ensure understanding and accessibility for all.
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With any mentoring position also comes a position of perceived power, particularly if the mentees are new to university, or from culturally diverse backgrounds and have grown up with a different understanding of leadership. Therefore, 'people pleasing' or not feeling comfortable to ask clarifying questions or for further explanation is a common response I have experienced from mentees. Therefore, in order to positively contribute to their university experiences, I have needed to reflect and consider my own perceived power, and take steps to ensure mentees are comfortable asking questions and engaging with me. For some students, this looks like taking a walk around campus, while for others a more structured meeting is preferred. I ensure I always present in an approachable and casual manner to help create a relaxed environment and increase trust in the mentees I support.
NAVIGATE testimonials
In her role as a peer mentor, Teagan has been an integral member of the NAVIGATE team since 2023. Working one on one to support autistic students transition to studying at Deakin, Teagan’s commitment to equity and inclusion, her empathy and ‘warmness’, her professionalism – both with her communication and attention to her role is second to none.
It is an absolute pleasure to work with Teagan and observe both her adeptness in her ability to build rapport and her care for the students she supports.
Megan Mahar
Senior Coordinator (Regional)
Disability Resource Centre, Access and Inclusion
​Teagan has always been a supportive and reliable peer mentor. She always contacts me when she is in town to have a personal catch up, which is my preferred preference.
She conducts regular check ins to make sure I'm tracking okay and if I need any extra support. She is able to conduct herself in a professional and supportive manner that has benefited me greatly.
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​Natalie
NAVIGATE mentee