Evaluation peer-to-peer influence intervention Kopkracht for mental wellbeing high school students

Abstract

School-based interventions and specifically peer-to-peer interventions are recognized as a useful tool to improve mental health among adolescents. Kopkracht is a Dutch peer-to-peer intervention that tackles the mental wellbeing of high school students. In this paper we aim to evaluate the intervention by answering the research question: “Does the usage of peer-to-peer mentoring in the program Kopkracht contribute to a more complete definition of mental wellbeing and more openness about this topic in the context of the students’ school?”. Quantative data from a survey (N = 510), and qualitative data from three focus groups (N = 18) were used. Mixed results were found, with the quantative data being positive about the peer-to-peer aspect, and overall positive about the intervention. In the qualitative data there appears to be a distinction between the participants and the peer-trainers. The peer-trainers are positive about the intervention and the peer-to-peer aspect, but the participants see no added value to the peer-to-peer aspect. Levels of stigma also seem to be the same after the intervention. Adult-led workshops seem to be just as useful and more cost-efficient as peer-led workshops, however there is an added benefit for the peer-trainers.