Empowering students as peer educators for mental health promotion in the campus environment

Andi Arfah (Department of Nursing, STIKES Amanah Makassar, South Sulawesi, Indonesia)
Muhammad Syafri (Department of Nursing, STIKES Amanah Makassar, South Sulawesi, Indonesia)
Sarifudin Andi Latif (Department of Nursing, STIKES Amanah Makassar, South Sulawesi, Indonesia)
Muhammad Ilyas (Department of Nursing, STIKES Amanah Makassar, South Sulawesi, Indonesia)
Andi Hariati (Department of Nursing, STIKES Amanah Makassar, South Sulawesi, Indonesia)
Sri Wahyuni (Department of Midwifery, Politeknik Sandi Karsa, South Sulawesi, Indonesia)

Jurnal Pengabdian Masyarakat Edukasi Indonesia
Vol. 3 No. 3 (2026): Volume 3 Number 3 Oktober 2026

Background: Mental health problems among university students may affect academic achievement, social relationships, and overall well-being. Limited mental health literacy, stigma, and reluctance to seek professional help highlight the need for accessible campus-based mental health promotion. Peer education provides a participatory strategy by empowering students to disseminate information and encourage supportive behaviors among their peers. This program aimed to empower students as peer educators in promoting mental health and strengthening peer support within the campus environment. Methods: A community-based educational intervention was conducted among 60 students at STIKES Amanah Makassar, Indonesia. The program consisted of mental health education, peer educator training, interactive discussions, case-based learning, role-play, and supportive communication practice. Training materials covered basic mental health concepts, recognition of psychological distress, stigma reduction, supportive communication, help-seeking behaviors, and referral to appropriate professional services. Participants’ knowledge and readiness to act as peer educators were evaluated before and after the intervention. Results: The intervention improved participants’ understanding of mental health, recognition of psychological distress, and awareness of appropriate help-seeking pathways. Participants also demonstrated greater confidence in communicating mental health information, providing basic peer support, and encouraging peers to seek professional assistance when necessary. Interactive learning and role-play strengthened participants’ engagement and readiness to perform their roles as peer educators. Conclusion: Empowering students as peer educators is a feasible approach to strengthening mental health literacy, supportive communication, and help-seeking awareness on campus. Continuous training, supervision, and integration with institutional student support services are recommended to ensure program sustainability.