The PSC serves a wide range of students throughout the school year
From September 2016 to March 2020, the PSC hosted a total of 1164 support sessions with 950 questionnaires being completed, representing a response rate of 81.6% (Supplementary Table 1). During those four academic years, the PSC was visited by a diverse range of students coming from various academic and ethnic backgrounds, encompassing a variety of genders and sexual orientations (Table 1). Interestingly, students visited this service to a greater extent during the months of October, November, February and March, which coincide with midterm examination periods (Fig. 1A, Supplementary Table 2).
Table 1
Table showing the demographic breakdown of all the students that used the service from 2016–2020. N = 1043.
|
2016–2017 n (%)
|
2017–2018 n (%)
|
2018–2019 n (%)
|
2019–2020 n (%)
|
Total
2016–2020
n (%)
|
Gender
Male
Female
Non-binary
Prefer not to say
Other
|
116 (35.6)
205 (62.9)
5 (1.5)
0 (0.0)
0 (0.0)
|
69 (24.0)
210 (73.2)
4 (1.4)
0 (0.0)
4 (1.4)
|
27 (26.2)
75 (72.8)
3 (2.9)
0 (0.0)
0 (0.0)
|
38 (43.7)
44 (50.6)
2 (2.3)
2 (2.3)
0 (0.0)
|
250 (31.1)
534 (66.5)
14 (1.7)
2 (0.2)
4 (0.5)
|
Sexual Orientation
Homosexual
Heterosexual
Bisexual
Pansexual
Asexual
Queer
Questioning/Unsure
Prefer not to answer
|
14 (4.5)
248 (79.5)
27 (8.7)
14 (4.5)
3 (1.0)
4 (1.3)
13 (4.2)
N/A
|
6 (2.1)
203 (71.5)
58 (20.4)
12 (4.2)
1 (0.4)
4 (1.4)
12 (4.2)
N/A
|
5 (5.2)
65 (67.0)
17 (17.5)
2 (2.1)
1 (1.0)
2 (2.1)
4 (4.1)
1 (1.0)
|
12 (13.6)
61 (69.3)
6 (6.8)
1 (1.1)
0 (0.0)
0 (0.0)
7 (8.0)
1 (1.1)
|
37 (2.9)
577 (42.1)
108 (10.4)
29 (1.9)
5 (0.3)
10 (0.8)
36 (2.9)
2 (0.3)
|
Year of Study
U0
U1
U2
U3
U4
Masters
PhD
Exchange
Other
|
28 (8.6)
90 (27.7)
58 (17.8)
62 (19.1)
19 (5.8)
51 (15.7)
8 (2.5)
4 (1.2)
5 (1.5)
|
45 (15.6)
59 (20.4)
62 (21.5)
65 (22.5)
27 (9.3)
14 (4.8)
10 (3.5)
6 (2.1)
1 (0.3)
|
9 (9.8)
10 (10.9)
22 (23.9)
21 (22.8)
10 (10.9)
12 (13.0)
2 (2.2)
3 (3.3)
3 (3.3)
|
6 (6.1)
26 (26.5)
26 (26.5)
13 (13.3)
7 (7.1)
15 (15.3)
3 (3.1)
0 (0.0)
2 (2.0)
|
88 (10.9)
185 (23.0)
168 (20.9)
161 (20.0)
63 (7.8)
92 (11.4)
23 (2.9)
13 (1.6)
11 (1.4)
|
Faculty
Agriculture and Environment
Arts
Arts and Science
Dentistry
Education
Engineering
Law
Management
Medicine
Music
Science
Continuing Studies
|
27 (8.4)
118 (36.8)
9 (2.8)
0 (0.0)
11 (3.4)
31 (9.7)
1 (0.3)
28 (8.7)
13 (4.0)
13 (4.0)
71 (22.1)
0 (0.0)
|
7 (2.4)
128 (44.4)
15 (5.2)
1 (0.3)
8 (2.8)
46 (16.0)
0 (0.0)
20 (6.9)
7 (2.4)
6 (2.1)
56 (19.4)
0 (0.0)
|
2 (2.0)
43 (43.9)
0 (0.0)
0 (0.0)
8 (8.2)
8 (8.2)
4 (4.1)
4 (4.1)
4 (4.1)
2 (2.0)
23 (23.5)
0 (0.0)
|
0 (0.0)
48 (49.0)
1 (1.0)
0 (0.0)
5 (5.1)
8 (8.2)
1 (1.0)
7 (7.1)
11 (11.2)
0 (0.0)
16 (16.3)
1 (1.0)
|
36 (4.5)
337 (41.9)
25 (3.1)
1 (0.1)
32 (4.0)
93 (11.6)
6 (0.7)
59 (7.3)
35 (4.3)
21 (2.6)
166 (20.6)
1 (0.1)
|
Race/ethnicity
White/Caucasian/European descent
East Asian
South Asian
West Asian/Middle Eastern
Jewish
Central/South American
African/Black
South-East Asian
Other/Prefer not to say
Indigenous
Mixed
|
119 (16.0)
64 (8.6)
42 (5.6)
22 (2.9)
7 (0.9)
12 (1.6)
11 (1.5)
8 (1.1)
3 (0.4)
2 (0.3)
2 (0.3)
|
100 (13.4)
65 (8.7)
41 (5.5)
18 (2.4)
16 (2.1)
9 (1.2)
9 (1.2)
5 (0.7)
2 (0.3)
2 (0.3)
1 (0.1)
|
39 (5.2)
30 (4.0)
9 (1.2)
1 (0.1)
1 (0.1)
5 (0.7)
1 (0.1)
3 (0.4)
1 (0.1)
0 (0.0)
8 (1.1)
|
27 (3.6)
28 (3.8)
11 (1.5)
1 (0.1)
1 (0.1)
13 (1.7)
3 (0.4)
2 (0.3)
0 (0.0)
0 (0.0)
2 (0.3)
|
285 (38.2)
187 (25.1)
103 (13.8)
42 (5.6)
25 (3.4)
39 (5.2)
28 (3.2)
18 (2.4)
6 (0.8)
4 (0.5)
13 (1.7)
|
In-province, Out-of-province, International Student Status
In-province (Quebec)
Out-of-province (Canada)
International (All)
International (US)
International (France)
International (Other)
|
90 (19.6)
96 (20.9)
137 (29.8)
47 (10.2)
10 (2.2)
80 (17.4)
|
71 (17.4)
88 (21.6)
124 (30.5)
44 (10.8)
12 (2.9)
68 (16.7)
|
27 (19.9)
25 (18.4)
42 (30.9)
12 (8.8)
3 (2.2)
27 (19.9)
|
30 (20.0)
16 (10.7)
52 (34.7)
11 (7.3)
4 (2.7)
37 (24.7)
|
218 (27.3)
225 (28.3)
355 (44.5)
114 (14.3)
29 (3.6)
212 (26.6)
|
Notably, as reported by supportees, they mainly came in for a support session simply to talk to another person, due to academic stress, general stress, feeling anxious, and/or because they were feeling down (Fig. 1B, Supplementary Table 3). Interestingly, these session topics were also amongst the top five reported reasons for coming in for a support session during each month of the school year (Supplementary Table 4).
Supportees’ mental health measures prior to coming to PSC
From September 2018 – March 2020, supportees were asked how they were doing in four different aspects of their lives on the Outcome Rating Scale (ORS). Based on the responses, 234 (77.2%) supportees had an overall wellbeing score under 25, which indicates that they are experiencing high distress (Supplementary Table 5). Interestingly, all of the sections of the ORS during 2019–2020 were lower on average than during 2018–2019 (P < 0.05, Table 2).
Table 2
Table showing the supportees’ Outcome Rating Scale (ORS), Generalized Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), and Session Rating Scale (SRS) measures during each year from 2018–2020. N = 321. * P < 0.05.
ORS
|
Area of Wellbeing
|
2018–2019
|
2019–2020
|
Mean (SD)
|
Mode (n)
|
Range
|
Mean (SD)
|
Mode (n)
|
Range
|
Individually *
|
5.21 (2.00)
|
5
(42)
|
1–10
|
4.35 (1.80)
|
5
(21)
|
1–8
|
Interpersonally *
|
5.44 (2.00)
|
5
(40)
|
1–10
|
4.67 (1.87)
|
5
(24)
|
1–8
|
Socially *
|
5.17 (2.12)
|
6
(42)
|
1–10
|
4.42 (1.88)
|
5
(21)
|
1–8
|
Overall *
|
5.25 (1.80)
|
5
(61)
|
1–10
|
4.32 (1.75)
|
5
(23)
|
1–8
|
Total ORS Score *
|
21.11 (6.81)
|
20
(19)
|
5–40
|
17.78 (6.54)
|
23
(9)
|
4–32
|
GAD-7
|
Area of Anxiety
|
2018–2019
|
2019–2020
|
Mean (SD)
|
Mode (n)
|
Range
|
Mean (SD)
|
Mode (n)
|
Range
|
Nervousness
|
1.85 (0.92)
|
1 and 2 (61)
|
0–3
|
1.90 (0.91)
|
1
(28)
|
0–3
|
Inability to stop worrying
|
1.81 (0.96)
|
1
(64)
|
0–3
|
1.86 (0.97)
|
3
(26)
|
0–3
|
Worrying too much
|
1.90 (0.89)
|
2
(64)
|
0–3
|
1.95 (0.89)
|
1 and 3 (28)
|
0–3
|
Trouble relaxing
|
1.74 (0.98)
|
1
(65)
|
0–3
|
1.82 (0.91)
|
1
(32)
|
0–3
|
Being so restless it is hard to stand still
|
0.92 (1.01)
|
0
(83)
|
0–3
|
1.01 (1.04)
|
0
(32)
|
0–3
|
Being easily annoyed or irritable
|
1.14 (0.97)
|
1
(73)
|
0–3
|
1.22 (1.04)
|
1
(31)
|
0–3
|
Feeling afraid something awful might happen
|
1.38 (1.08)
|
1
(57)
|
0–3
|
1.43 (1.11)
|
1
(31)
|
0–3
|
Total anxiety score
|
10.71 (5.34)
|
7
(18)
|
0–21
|
11.21 (5.40)
|
7
(11)
|
0–21
|
Impairment severity
|
1.63 (0.82)
|
1
(84)
|
0–3
|
1.72 (0.87)
|
2
(36)
|
0–3
|
PHQ-9
|
Area of Depression
|
2018–2019
|
2019–2020
|
Mean (SD)
|
Mode (n)
|
Range
|
Mean (SD)
|
Mode (n)
|
Range
|
Little interest or pleasure in doing things
|
1.29 (0.94)
|
1
(79)
|
0–3
|
1.27 (0.92)
|
1
(43)
|
0–3
|
Feeling down, depressed, or hopeless
|
1.50 (0.95)
|
1
(77)
|
0–3
|
1.64 (0.93)
|
1
(41)
|
0–3
|
Trouble falling/staying asleep, sleeping too much
|
1.49 (1.03)
|
1
(64)
|
0–3
|
1.67 (0.99)
|
1
(38)
|
0–3
|
Feeling tired or having little energy
|
1.63 (0.93)
|
1
(78)
|
0–3
|
1.80 (0.94)
|
1
(32)
|
0–3
|
Poor appetite or overeating
|
1.15 (1.02)
|
1
(65)
|
0–3
|
1.37 (1.07)
|
1
(34)
|
0–3
|
Feeling bad about yourself, or that you're a failure, or have let yourself or your family down
|
1.16 (1.03)
|
1
(67)
|
0–3
|
1.74 (0.96)
|
1
(37)
|
0–3
|
Trouble concentrating on things such as reading
|
1.47 (1.02)
|
1
(64)
|
0–3
|
1.46 (0.96)
|
1
(37)
|
0–3
|
Being so fidgety or restless that you have been moving around more than usual
|
1.04 (1.02)
|
0
(79)
|
0–3
|
0.85 (1.05)
|
0
(43)
|
0–3
|
Thoughts that you would be better off dead or of hurting yourself in some way *
|
0.41 (1.06)
|
0
(132)
|
0–3
|
0.70 (1.00)
|
0
(49)
|
0–3
|
Total depression score
|
11.51 (6.16)
|
5 and 13 (15)
|
0–27
|
12.50 (6.92)
|
9 and 10 (9)
|
0–27
|
Impairment severity
|
1.62 (0.83)
|
1
(84)
|
0–3
|
1.61 (0.87)
|
1
(32)
|
0–3
|
SRS
|
Aspect of the Session
|
2018–2019
|
2019–2020
|
Mean (SD)
|
Mode (n)
|
Range
|
Mean (SD)
|
Mode (n)
|
Range
|
Relationship - I felt heard, understood, and respected.
|
9.07
(1.58)
|
10
(126)
|
1–10
|
9.20 (1.10)
|
10
(55)
|
5–10
|
Topics - We talked about what I wanted to talk about.
|
9.21
(1.34)
|
10
(122)
|
1–10
|
9.46 (1.08)
|
10
(71)
|
5–10
|
Approach or Method - The peer-supporter's approach was a good fit for me.
|
8.56
(1.78)
|
10
(96)
|
2–10
|
8.72 (1.60)
|
10
(45)
|
4–10
|
Relationship - I felt heard, understood, and respected.
|
9.07
(1.58)
|
10
(126)
|
1–10
|
9.20 (1.10)
|
10
(55)
|
5–10
|
Topics - We talked about what I wanted to talk about.
|
9.21
(1.34)
|
10
(122)
|
1–10
|
9.46 (1.08)
|
10
(71)
|
5–10
|
In order to gauge their levels of anxiety, supportees were asked questions regarding their level of anxiety over the last 2 weeks. Based on their responses to the GAD-7, 34 (12.9%) of supportees reported experiencing minimal anxiety, 81 (30.8%) reported mild anxiety, 85 (32.3%) reported moderate anxiety, and 63 (24.0%) reported severe anxiety (Supplementary Table 5). None of the areas of anxiety were significantly different from 2018–2019 to 2019–2020 (Table 2).
Next, we sought to gain insight on their levels of depression and feeling low in the two weeks prior to coming to the PSC based on the PHQ-9. Overall, 162 (59.5%) reported experiencing moderate levels of depression or worse (Supplementary Table 5) Notably, the proportion of supportees feeling as though they would be better off dead or hurt in some way was significantly higher during 2019–2020 than 2018–2019 (P < 0.05, Table 2).
PSC as an alternative source of support for students’ mental health needs
In order to see how students addressed their low levels of mental wellbeing, they were asked questions regarding their experience with other mental health services. It was reported from September 2016 – April 2019 that 398 (60.4%) students coming into the PSC do not consult any other professional service (Fig. 2A, Supplementary Table 6). Furthermore, 69.7% (n = 182) of those students who are using another professional mental service are on a waitlist either at the McGill campus and/or elsewhere off-campus (Fig. 2B, Supplementary Table 7). Additionally, from September 2018 – March 2020, 87.2% (n = 231) of supportees rated their experience at the PSC from Good to Excellent compared to other mental health services that they were accessing, and only 2.3% (n = 6) of supportees reported it as being Terrible or Poor. (Fig. 2C, Supplementary Table 8).
Supportees’ opinions on their visit to the PSC
From September 2018 to March 2020, the mean rating of sessions based on the SRS was found to be 35.9 (S.D. = 5.63), with a mode of 40 (n = 202), which indicates high peer support session quality (Table 2, Supplementary Table 5). Additionally, 269 (88.8%) supportees felt that their visit to the PSC helped them with their emotional and mental wellbeing, with a mean of 4.2 (S.D.=0.73) and a mode of 4 (n = 158, Supplementary Table 10). From 2016–2018, 548 (91.6%) supportees felt that the peer supporter understood what they were experiencing, 456 (76.5%) felt that their peer supporter helped them realized their own resilience and/or coping skills, 420 (70.9%) felt that they were pointed towards other possible resources or services in a helpful way, and 453 (76.1%) felt more equipped to face their circumstances after their support session (Supplementary Figs. 1A – D, Supplementary Table 11). From 2018–2020, 249 (84.9%) found it relatively simple to navigate the PSC service, 174 (65.7%) didn’t feel that there were many barriers associated with accessing the PSC, and 249 (89%) perceived the PSC as being beneficial to other students on campus (Supplementary Figs. 1E – G, Supplementary Table 12). Overall, from 2016–2020, 820 (93.5%) supportees would recommend the PSC as a service to a friend or a classmate (Supplementary Fig. 1H, Supplementary Table 13).
Volunteers’ ability to provide support and their post-session well-being
Data on the supporters’ post-session wellbeing was collected from September 2016 – March 2020, with a response rate of 68.5% (n = 797, Supplementary Table 13). In terms of preparedness, 698 (88.2%) supporters felt quite prepared for the topics that came up during the session, with only 16 (2.0%) supporters having felt unprepared (Supplementary Table 14). In terms of helpfulness, 540 (73.7%) supporters felt that they were very helpful, with only 29 (4.0%) not feeling helpful to the supportee (Supplementary Table 14). There was no statistically significant change in the supporters’ feelings of helpfulness from 2018–2019 to 2019–2020 (Supplementary Table 14). According to the responses from September 2018 – March 2020, after a session, supporters felt very validated in their role (8.22 ± 1.61, mean ± SD on a scale from 1–10) and rarely felt conflicted about blurring the line between being a supporter and being a potential friend (2.49 ± 2.00, Table 3).
Table 3
Table of volunteers’ mental wellbeing scores from 2018–2020. N = 345. * P < 0.05.
Area of Supporter’s Wellbeing
|
2018–2019
|
2019–2020
|
Total
(2018–2020)
|
Mean (SD)
|
Mode (n)
|
Range
|
Mean (SD)
|
Mode (n)
|
Range
|
Mean (SD)
|
Mode (n)
|
Range
|
I feel validated in my role as a supporter.
|
8.22 (1.62)
|
10 (50)
|
3–10
|
8.24 (1.60)
|
9
(41)
|
2–10
|
8.22 (1.61)
|
10 (85)
|
2–10
|
I felt conflicted about how much advice to give.
|
3.99 (2.68)
|
1
(29)
|
1–10
|
3.71 (2.57)
|
2
(32)
|
2–10
|
3.88 (2.64)
|
1
(75)
|
1–10
|
I felt conflicted about being a supporter vs. being a potential friend. *
|
2.70 (2.14)
|
1
(86)
|
1–10
|
2.15 (1.69)
|
1
(64)
|
1–9
|
2.49 (2.00)
|
1 (150)
|
1–10
|
I feel frustrated or sad that I may not see the supportee again and see how they will be in the future.
|
3.63 (2.49)
|
1
(55)
|
1–10
|
3.74 (2.61)
|
1
(32)
|
1–10
|
3.67 (2.53)
|
1
(87)
|
1–10
|
I felt out of my depth because of the intensity of the supportees feelings or needs.
|
2.71 (2.14)
|
1
(87)
|
1–10
|
2.47 (1.96)
|
1
(61)
|
1–9
|
2.62 (2.07)
|
1 (148)
|
1–10
|
I am worried about the safety of my supportee.
|
1.94 (1.57)
|
1 (125)
|
1–8
|
2.15 (1.750
|
1
(69)
|
1–10
|
2.02 (1.64)
|
1 (194)
|
1–10
|