Loneliness is on the rise among college students. Nearly two-thirds of students now report feeling lonely, and those who do are more than four times as likely to experience severe psychological distress. The consequences are significant.
Mental health struggles, emotional stress, and a sense of not belonging are among the leading reasons students drop out of college. While these issues certainly affect traditionally aged students, they can be even more pronounced among adult learners.
Older, nontraditional students are often navigating a higher education system that feels designed for a different generation, one with fewer work and family responsibilities. Additionally, adult learners typically lack the time, flexibility, or support networks necessary to fully engage with student life.
At National University, we refer to these students as “ANDers.” They are not just students. They are students and parents, caregivers, workers or military service members.
Unlike the traditional student who may live on campus and have access to residence hall programming, dining halls, and face-to-face advising, ANDers attend class after a long shift at work, while managing childcare, or between tours of duty. They rarely have the time or energy to proactively seek out the resources that could support their success.
Virtual access and flexible scheduling
At residential universities, peer mentoring programs are long-standing traditions, offering students guidance, social connection, and encouragement from others who’ve walked similar paths. Research consistently shows that peer-to-peer support improves academic persistence and emotional well-being, with students who have access to peer mentoring being more likely to stay enrolled and report higher levels of belonging and confidence.
Yet these models have been slow to take root at institutions that serve nontraditional students. The question isn’t whether peer support is effective, but rather why more colleges that serve adult and nontraditional learners aren’t investing in it.
Many institutions still operate based on assumptions rooted in the traditional student journey. The idea persists that 18- to 22-year-olds need guidance, friendship, and insider knowledge while older learners are assumed to be more self-directed and focused on earning a degree and advancing their careers, with little interest in building community or getting involved.
But this is a misconception. Just because adult learners may be juggling full-time jobs, parenting, or military service doesn’t mean they would not benefit from peer-to-peer support. In fact, their challenges can make these connections even more vital.
Another barrier is logistics. Designing peer mentoring programs for students who are balancing careers, caregiving, and other responsibilities requires a different kind of infrastructure than what many colleges are accustomed to. It requires virtual access, flexible scheduling and proactive outreach.
While these are not small changes, they are necessary to ensure that millions of students are not left without the support system that can make the difference between earning a degree and dropping out.
Our peer support navigators
At National, we’ve seen firsthand what’s possible when peer support is tailored to meet the needs of nontraditional learners. With a $4 million federal grant from the U.S. Department of Education’s Postsecondary Student Success Grant program, we recently launched the NU Peer Navigator Network, a peer-to-peer support initiative that spans all degree levels at the university.
These peer navigators are trained mentors who understand what it’s like to log into a class from a break room or take finals while parenting young children. They bring with them shared experiences and practical guidance—from balancing academics with other responsibilities to staying engaged with online learning and navigating military benefits.
When students feel seen and understood by someone who’s walked in their shoes, they’re far more likely to persevere both academically and emotionally. Of course, peer mentoring isn’t a replacement for professional mental health counseling. But it is a powerful supplement that can help prevent isolation from turning into a crisis.
For many ANDers, knowing that someone else has been in their position and made it to graduation provides the encouragement and confidence they need to keep moving forward.
The needs of today’s students are evolving. Support systems should evolve with them. For institutions serving adult and other nontraditional learners, peer mentoring isn’t a nice-to-have but a necessity.
Structured, intentional peer support programs have the potential to improve retention, address mental health challenges, and ensure all students are equipped to thrive.
No student—regardless of age or background—should feel like they’re navigating college alone. With the right support, they don’t have to.
