Adolescence is a time of significant change. As young people navigate new relationships, growing independence and changing expectations, feeling connected to others can play an important role in their wellbeing.
New research from Adelaide University highlights the relationships between peer-group belonging and resilience. For secondary schools planning their 2027 transition and wellbeing programs, the findings offer a timely prompt to consider how students can build connections beyond their existing friendships.
The importance of peer connections
Researchers analysed responses from more than 21,000 South Australian public school students in Years 9-12, exploring the relationship between resilience, peer group belonging and support from one close friend.
They found that peer-group belonging was a stronger predictor of resilience than perceived support from one close friend. The pattern was consistent across the year groups studied.
It’s estimated 50 percent of mental disorders develop before age 18, so it’s critical to understand the protective factors that support young people’s wellbeing. Close friendships remain important, but the findings point to the value of feeling accepted and supported.
The research suggests that peer groups may expose young people to a wider range of role models and coping with challenges. Schools have an important role in creating these opportunities. Belonging does not happen by chance; it can be fostered through inclusive activities and programs that help students build relationships beyond their existing friendship groups.
Making connection part of the transition to secondary school
Although the study focused on older students, the researchers suggest that inclusive peer-group opportunities may also be valuable in earlier years, particularly during the transition to high school.
For students entering Year 7, the move to secondary school brings new routines, relationships and expectations. Opportunities to establish connections with other students early can help them become familiar with their new school community and find a sense of belonging.
The Peer Support Program gives schools a structured way to create these connections. Through student-led activities, older students taking on leadership roles and support younger students as they settle into the school community. These vertical connections can complement friendships among students of the same age and help broaden their connections across year groups.
Through the Peer Support Program, schools have a framework for bringing students together, encouraging participation and developing the skills needed to build positive relationships.
For incoming Year 7 students, connecting with older peers creates opportunities to ask questions, share experiences and get to know their new school. Peer Leaders also have opportunities to practise leadership, communication and empathy.
These interactions help make belonging a shared responsibility, with students actively contributing to a more connected school culture.
Putting the findings into practice
For secondary schools currently evaluating and finalising their transition and wellbeing programs for the new year, these findings offer a timely opportunity to consider how peer connection is intentionally built into the school year.
The Peer Support Program provides a practical, structured approach to building these connections through cross-year relationships, student leadership and collaborative activities.
As you plan your 2027 transition program, consider how the Peer Support Program could help incoming Year 7 students build connections, develop a sense of belonging and feel part of the wider school community.
Read the original research coverage: Everybody needs good friends: How peer groups help develop resilience in adolescence.
