Highlander Well-Being Connect 2025
The Highlander Well-Being Connect (HWC) is a university-wide mentorship and research-based initiative led by Health, Well-being & Safety (HWS) at UC Riverside. It is designed to support incoming undergraduate students through peer mentorship, wellness education, and data-informed outreach. The program evaluates how structured near-peer mentoring can support incoming first-year students in navigating their transition to college. Grounded in Youth Participatory Action Research (YPAR) principles and student development theory, the project is designed to enhance academic belonging, well-being, and persistence among new students including undergraduates, graduates, transfer, medical, and professional students. The program aligns with HWS and UCR’s strategic goals to foster belonging, promote equity, and improve student success through integrated well-being efforts.
Near Peer Mentors are central to HWC. Carefully selected and trained, they facilitate workshops, maintain regular check-ins, and connect mentees to campus resources.
PURPOSE
- Understand how near-peer mentorship influences student well-being, retention, and engagement.
- Identify effective models for peer-led support at scale.
- Provide evidence-based recommendations to strengthen university programs for first-year success.
CHALLENGE
Student well-being is a persistent issue in higher education, with non-traditional, transfer, and first-generation students facing heightened risks of not enrolling, dropping out, or committing. In our 2024 project, we found that behavioral factors such as financial concerns, academic disconnection, and mental health struggles contribute to academic effort gaps.
SOLUTION
This study identifies key predictors of student risk and proposes tailored interventions, including expanded pre-orientation programs, proactive stress tracking, and enhanced mental health services. This study uses longitudinal data to evaluate behavioral monitoring and tailored onboarding programs.
IMPACT
Since its launch, the HWC program has:
- Reached over 10,000 incoming students through proactive and interactive outreach.
- Trained 17 student mentors in research-based mentorship techniques
- Contributed to institutional understanding of how student-led support can impact first-year outcomes.
WHY THIS PROJECT MATTERS
- Supportive Transition: First-year students often face challenges. Our project offers structured support to ease the transition into university life.
- Evidence-Based: Grounded in research and best practices, we design interventions that have a measurable impact.
- Community Building: We foster connections among students, staff, and faculty to create a stronger sense of belonging.
WHAT WE ARE DOING
- Research: We are conducting surveys and focus groups to better understand student needs.
- Programs: Interactive workshops, mentorship opportunities, and resource referrals are key parts of the project.
- Innovation: We're using AI-driven tools to enhance student outreach and identify support needs in real time.
WHAT STUDENTS GAIN
Through Highlander Well-Being Connect, incoming students benefit from:
- 1:1 mentorship with trained Near Peer Mentors
- Wellness check-ins and customized referrals to campus resources
- Workshops focused on identity, mental health, campus navigation, and career development
- Opportunities to participate in program evaluation surveys
- Pathways to become mentors in future years
WHAT MENTORS GAIN
Being a Near Peer Mentor is more than a student job — it's a transformative leadership and learning opportunity. Mentors in the Highlander Well-Being Connect program develop a rich set of professional, interpersonal, and research skills that support their academic and career goals.
Through the program, mentors gain:
- Professional training in trauma-informed care, communication, and cultural humility
- Opportunities to lead workshops and facilitate group discussions
- Direct involvement in campus-wide strategic initiatives tied to student success
- A supportive mentor team community and continued guidance throughout the quarter
MENTOR TRAINING
All mentors undergo a four-hour in-person training focused on:
- Identity development and transition theory
- Trauma-informed and strengths-based mentorship
- Navigating the UCR campus and academic resources
- Understanding social determinants of health and wellness
- Data documentation and privacy protocols
Students also have access to the Highlander Well-Being Connect Peer Mentor Hub that contains modules complementary to the in-person training.
In addition to the in-person training, all mentors are required to complete:
- FERPA training to ensure responsible handling of student educational data
- CITI training in social-behavioral research ethics to prepare them for participation in program evaluation and any research-related activities
Check out this Resource Book created just for YOU!
Resource Book by UCR - HWS
Participate in our study!
Are you an incoming UCR student?
If you have submitted a Statement of Intent to Register (SIR) for Fall 2025, you can participate in our study at no cost!
Our Partners
Key Competencies of HWC Mentors
Career & Self-Development
Mentors support mentees in goal setting, self-reflection, and career exploration through intentional conversations and resources. Mentors provide guidance to students on setting career goals and navigating career development resources. To do this effectively, they must be well-versed in diverse career paths and prepared to support students who are still exploring their options. Moreover, all mentors meet at the end of every week to exchange the experiences they have had throughout the week. Every mentor is asked to reflect on the strengths that has helped them, and the areas where they can develop. Mentors learn to grow continually building up on previous experiences.
Communication
Mentors practice professional communication across email, Zoom, and Slack; they also guide mentees in navigating formal and informal communication expectations. The Near Peer Mentors will be trained to communicate effectively across diverse contexts. Their job requires mentors to communicate not only to incoming students, but also to with the supervisors, researchers, and various campus departments to support student needs. This communication must be timely, clear, and respectful. Mentors also learn to adapt their messaging to varied learning styles and cultural backgrounds, use trauma-informed care, cultural humility, and active listening in workshops and check-ins. Mentors must regularly ask for guidance from supervisors and campus departments when navigating complex student issues. Above all, mentors play a crucial role in affirming that every student belongs and is a valued part of the campus community.
Leadership Development
Mentors lead Zoom sessions, contribute to resource development, and shape group norms, gaining leadership experience and building peer motivation. Mentors will take the lead in planning and delivering workshops on various topics like identity, mental health, navigating campus life, and career exploration. These workshops are interactive spaces where mentors guide group discussions, respond to student needs in real time, and create inclusive environments for sharing and reflection. Mentors develop facilitation skills by adapting content to different audiences, managing group dynamics, and encouraging participation from students. This hands-on leadership experience builds confidence and sharpens their ability to communicate ideas.
Professionalism
Mentors model responsibility by meeting deadlines, attending trainings, documenting progress, and maintaining appropriate boundaries with mentees. Mentors learn to navigate complex, real-world challenges that incoming students face—all while upholding UCR's professional image. They are trained to respond to unexpected issues by identifying the right campus resources and removing obstacles through thoughtful, inclusive problem-solving. Mentors need to stay informed about a wide range of departments and services while also drawing on guidance and advice from supervisors and fellow mentors. This routine of proactive learning, collaboration, and clear communication helps mentors build strong habits of judgment, adaptability, and professional accountability.
Teamwork
Mentors collaborate with one another to co-host sessions, troubleshoot challenges, and strengthen cohort culture. Mentors in the HWC program work as part of a close-knit team that relies on trust, communication, and shared responsibility. They collaborate with fellow mentors, supervisors, and researchers to improve student support. Weekly team meetings provide space to listen, reflect, and ask questions without interruption, fostering mutual respect across different working styles and personalities. Mentors are encouraged to bring their own strengths to the table while adapting to others’ approaches, practicing compromise, listening skills, and accountability. In navigating the ambiguity of student needs and evolving outreach efforts, mentors learn how to stay resilient and cooperative in dynamic, team-based settings.
Technological Literacy
Mentors use digital tools (Slack, Google Suite, Zoom) to manage tasks, communicate effectively, and facilitate virtual engagement. The HWC program gives mentors direct experience using technology in a professional context, far beyond typical classroom use. They are expected to respond promptly to electronic communications, use shared digital tools responsibly, and follow collaborative norms. Through FERPA and CITI training, mentors also learn the ethical and legal standards of digital privacy, ensuring they handle sensitive student data appropriately. Moreover, mentors will have to quickly learn to use the specialized software used for student outreach and engagement. In doing so, mentors build the tech literacy needed to work efficiently, communicate effectively, and make informed decisions in a digital workplace.
Meet Our Team
