Peer support in doctoral studies: insights from qualitative surveys and interviews with PhD students

PURPOSE: This study explores how PhD students perceive peer support and how interaction with peers fosters a sense of belonging. The study addresses belonging as a fundamental psychological and relational process of how peer support is experienced and functions as a sustaining factor in doctoral education. METHODS: = 14) conducted at a Norwegian university. The analysis employed an innovative, AI-assisted stepwise reflexive thematic analysis. RESULTS: The results highlight both emotional and academic dimensions of peer support. First, informal peer arenas act as buffers against emotional strain, contributing to motivation and well-being. Second, peer collaboration fosters the development of academic skills and professional identity. Together, the results indicate that peer relationships strengthen students' sense of belonging and function as a key motivational resource throughout the PhD journey. CONCLUSIONS: The study contributes insight into how informal, student-initiated peer support complements formal structures in doctoral education. It conceptualises belonging as a relational process enacted in everyday interactions and highlights institutional implications, emphasising the need to facilitate inclusive, flexible peer environments that support well-being, motivation, and completion.