The Framework › Social

Peer Support & Collaboration

7.7 / 10 ▲ rising

Ranked #5 of 6 in Social · domain mean 8.0

Distribution of responses

29%

62%

Struggling (0-4) Neutral (>4-<8) Thriving (8-10)

How institutions vary

Measured across 10 institutions with enough responses on this topic.

See the institutional spread

How far apart the weakest and strongest institutions sit on Peer Support & Collaboration, and how much of a student's experience is decided by where they study.

What we ask

Topic-level question

“I feel supported by my classmates.”

See all 3 questions and their adaptive follow-ups in the Question Library →

What students say, and why

Where it scores lowest

Mixed-language grouping and perfectionism strain collaboration.

"Teachers put us in groups with others who don’t speak Danish, and I’m not a Danish teacher."

Where it scores highest

A help culture the institution sets up: helping each other is simply how the class works.

"The school’s focus on the social side created a shared understanding that no one gets through this programme without help from each other."

One comment from each end. Representative, de-identified, translated where needed.

Read all 3 comments

The full set of de-identified student comments from the lowest- and highest-scoring responses on this topic.

Related insights

Single-stat insight

Students' most reliable source of help is each other

Peer-to-peer help scores 8.4 out of 10, higher than any formal peer-support structure built around it.

Four factors

Everyday academic collaboration, not the fixed study group, is the lever

EVA's research finds that students who collaborate academically drop out less, score higher and report better wellbeing. The distinctive finding: general collaboration across the programme matters more than any single study group, and institutions set the conditions for it.

Four factors

Belonging is the factor most tied to wellbeing, and it is won early

EVA names belonging the factor most important for student wellbeing, and finds it is formed most in the transition into study life. That makes it measurable and actionable from the first weeks, not something to fix once a student is already drifting.

How we measure it

This is the topic-level average across its subtopics, on a 0-10 scale (higher is better), so an individual subtopic can score higher or lower than the topic shown here. Figures are scored responses from the last 12 months, mapped to the 2026 framework via the canonical question mapping. Movement compares the most recent six months with the prior six. Distribution bands: 0-4, >4-<8, 8-10. Cross-institution aggregate; no single institution identified; minimum group size applied.

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