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NASPA Peer Education Conference

In-Person Conferences Health, Safety, and Well-being Alcohol and Other Drug Campus Safety and Violence Prevention Health, Safety, and Well-being Initiatives Student Leadership Programs Wellness and Health Promotion Graduate Undergraduate

Join us at the 2025 Peer Education Conference (formerly General Assembly), now part of the NASPA Strategies Conferences in Boston, MA. Students and advisors from across the nation will gather in-person to be inspired, share ideas, and build exceptional peer education programs promoting strategies in health, safety, and student leadership.

Stay tuned for the 2025 NASPA Strategies Conferences details!

 

Presented By

 Health, Safety, and Well-being Initiatives

About

NASPA's Peer Education Conference: a NASPA Strategies Conference affords peer educators and advisors a tremendous selection of learning opportunities to contribute to the development of individual peer educators, groups, advisors, and the field of peer education. The Peer Education Conference also provides pre-conference learning opportunities to enhance the conference experience, including our Certified Peer Educator (CPE) training.

Throughout the conference, presentations will highlight efforts regarding high-risk drinking prevention, sexual responsibility, mental health, violence prevention, tobacco prevention, and more. The Peer Education Conference is the culminating annual event of peer education efforts. It’s impossible to leave without new ideas, new ways of thinking, new information, and new friends. This conference is perfect to energize students, motivate advisors, and re-commit to making peer education and student health a campus priority.

To learn more about Confernce Registration, Full Schedule, Featured Speakers, Contiunuing Educaiton, Venue, or Sponsors, clicke HERE to be redirected to the NASPA Stratregies Conferences main page or use this URL: https://www.naspa.org/events/strategies

 

Conference Themes and Learning Outcomes

The Peer Education Conference themes contribute to both student and peer education advisor conference learning experiences. They include individual skill building, leadership development, program description and adaptation, peer education group development, cultural trends and campus issues. Explore each theme in more detail below. 

Individual Skill Building and Leadership Development

Presentations submitted under this category should be designed to build skills and capacities of individual peer educators, peer education groups and/or advisors. For example, programs might focus on the successful retention of peer educators, how to facilitate group meetings, or training peer education groups on specific core leadership competencies (assessment, public speaking, feedback, program planning, motivational interviewing, etc.) or topical content areas (e.g. sexual health, active lifestyles, alcohol and drug knowledge, bystander skills, etc.).

  • Develop individual hard and/or soft skills that will enhance an individual's capacity in their role as a peer educator and/or advisor.
  • Learn specific topical content knowledge and current data that can inform programming and contribute to individual expertise. 
  • Reflect on different leadership styles and how that supports and enhances individual and group development.
  • Develop leadership, supervision and mentorship skills centering diversity, equity, and inclusion for peer educators and/or advisors.

Learning outcomes for presentations submitted to this category might include:

  • After attending this session, peer educators will understand how to use active listening techniques during program presentation to address audience responses.
  • Participants attending this session will be able to define the difference and articulate approaches to supervising, advising, or mentoring peer education groups.
  • During this session, attendees will identify their own personal conflict management style and practice how to mediate peer conflict.

Try answering one or more of the following prompting questions in your submission:

  • What specific skills or content information would a participant to this session hope to leave with?
  • How will the skills developed through attending this session benefit a peer educator or an advisor in the work done back on campus?
  • How can participants attending this session continue to develop one's professional development?
Adaptable Solutions and Creative Approaches to Student Programming

Presentations submitted under this category should be designed to explore ways in which student programming is evolving and innovative. For example, programs might feature how one campus’ case-study of how a program can be adapted to a different institutional type, how peer education groups used a creative approach to social media, or how data informed a program redesign.

  • Identify innovative and promising approaches for prevention, harm-reduction, and risk-reduction programming.
  • Articulate how to support students through engagement using innovative strategies.
  • Examine how successful programs or initiatives can be adapted to a variety of campus contexts.
  • Illustrate through case studies how peer education groups can build collaborative campus relationships to support students engaging in high-risk behaviors.
  • Utilize evaluation data to build capacity, inform programming and promote campus engagement.

Learning outcomes for programs presentations to this category might include:

  • Participants attending this session will be able to replicate a social media strategy to contribute to reaching a wider audience in the weeks leading up to spring break.
  • Participants attending this session will discuss the design of Sample University’s “Be You” program and be able to identify the barriers to success a similar program might face at another institution.
  • After attending this session, participants will be able create a plan to implement a program addressing nutrition specifically to commuter students.

Try answering one or more of the following prompting questions in your submission:

  • What was the process of designing the program that will be discussed in the presentation?
  • What were the challenges faced in the design, implementation, or evaluation of the program?
  • What were the successes – both anticipated and unanticipated – of the program?
  • How could a very similar institutions peer education group successfully replicate this program?
  • How could a very different institutions peer education group adapt this program to be successful on their campus?
Current Trends and Emerging Issues in an Ever-Changing Environment

Presentations submitted under this category should be designed to raise awareness and prepare peer educators and/or advisors for new and emerging trends and issues which may impact the delivery of peer education on campus. Presentations submitted under this category may explore how campuses are implementing initiatives that respond to the ever-changing campus environment.

  • Identify current and emerging issues impacting peer educators, groups, and/or advisors.
  • Discuss campus, community, and digital wellness trends that peer educators and/or advisors need to be aware of.
  • Highlight best practices that serve to amplify the voices and experiences of historically marginalized populations engaging in peer education work.
  • Identify changes and explore solutions in peer education group development, recruitment, retention due to societal, cultural, and political climate.

Learning outcomes for presentations submitted to this category might include:

  • After attending this session, participants will be able to plan for changes in administrative funding while maintaining quality peer education efforts.
  • Participants attending this session will be able to define new state laws surrounding personal cannabis use for individuals over age 21.
  • Participants attending this session will discuss the role of personal identity in peer education work, and be able to deliver peer education curricula surrounding racial identity.

Try answering one or more of the following prompting questions in your submission:

  • What is a specific new or emerging trend or issue that peer educators and advisors need to have more knowledge or awareness of?
  • Will campuses be making changes because of the new trend or issue? Why or why not?
  • How will participants attending this session continue to develop understanding on the topic after this session is completed?
  • How will the new or emerging trend or issue impact the delivery of peer education?
  • What are the issues that peer education groups are facing?
  • What specific skills or capacities would a participant to this session be prepared to use to help their peer education group succeed?

Peer Education Awards

Awards

Every year, the Health, Safety, and Well-being Initiatives of NASPA is honored to recognize the most outstanding peer educators, advisors, peer education groups, and peer education programs. All award nominees will be featured and winners will be announced during the awards ceremony at the 2025 Peer Education Conference. To see past winners, click here

 

Outstanding Peer Education Group Award

This award recognizes peer education groups that have done exceptional work on their campuses. Awards will be granted to peer education groups that have consistently provided health, safety, and well-being education for students on their campuses in the past year.
 
Outstanding Advisor Award
This award recognizes peer education advisors' commitment to peer education efforts, unique talents as a peer education advisor, leadership ability, and presence as a positive role model for peer educators.
 
Outstanding Peer Education Program Award
This award recognizes creativity and overall effectiveness in campus awareness and education. Selected programs will represent the diversity of health, safety, and well-being topics. Programs must have occurred between January 2023 and December 2023. You are free to discuss the number of attendees in your application, but please note that high attendance is not as important as the creativity and overall effectiveness of the program.
  
Outstanding Peer Educator Award
This award recognizes students’ contributions to campus peer education efforts, academic successes, and leadership.

 

 

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