Imroc Peer Support Training for Adults with Learning Disabilities Evaluation Report
Sophia Christophi & Ashleigh Charles With thanks to the peer workers, trainers and NHS staff that took part
Executive Summary
This report presents the findings of the evaluation of the first peer support training for adults with learning disabilities, which has been developed by Imroc in response to identified student needs and increasing demand for peer support within learning disabilities services. The aim of the evaluation was to assess the effectiveness, accessibility, and impact of the online training through semi-structured interviews, as well as pre- and post-course questionnaires. The training was delivered over a 12-week period and the evaluation focused on the perspectives of four key stakeholder groups: trainees, the programme lead, the trainer, and supporting organisations.
Feedback on the programme was overwhelmingly positive. Trainees found it engaging and confidence-building, and felt well-supported. The Imroc lead for this work highlighted the flexible delivery approach and personal growth of trainees, with several trainees excelling in the training environment. The trainer emphasised the importance of making learning materials accessible, facilitating open discussion, and noted evidence of learning. Members of supporting organisations praised the content, close collaboration with Imroc during the development and delivery of the course and the inclusive learning environment. They observed positive changes in trainees.
The evaluation also identified several challenges, including gaps in content and oversimplified material. Some trainees experienced initial anxiety and information overload, and described certain methods, such as role play and written assignments, as being less effective. Limited IT skills and digital exclusion affected engagement with online platforms. A key issue was the lack of early organisational support for trainees, impacting clarity about the purpose of the training and opportunities for reflective supervision.
Overall, the evaluation concludes that the peer support training for adults with learning disabilities was effective, well-received, and had a clear positive impact. It supported learning, confidence, and personal development, benefiting from a flexible and inclusive design. To maximise sustainability and impact, stronger organisational engagement and refined training methods are needed.
1. Introduction
1.1 Background
Imroc offers Mental Health Peer Support Training1 and Autism Peer Support Training2. Observations from both trainers and trainees undertaking the Autism Peer Support Training indicated that the programme may not have fully met the needs of individuals who also had a learning disability. Despite efforts by trainers to adjust their approach, it was found that the environment and methods were not sufficiently suited. In particular, the length of the training was a challenge for trainees who had a learning disability, as well as the use of written assignments as a form of assessment. This highlighted the need for bespoke peer support training for individuals with a learning disability. Peer support for people with learning disabilities is significantly less developed than peer support in mental health and autism contexts, and the specific training requirements for peer workers with a learning disability are not well documented. Imroc has created peer support training tailored for individuals with a learning disability in response to identified student needs and increasing demand for peer support within learning disabilities services.
Training
Through co-production work, it was established that the training should begin by creating an environment that is safe, accessible, inclusive, experiential, reflective, and that embeds learning through repetition. Ongoing conversations with parents, carers, trainers and people with significant experience working in these settings informed the programme, which was adapted during delivery in response to feedback from trainees.
The resulting Peer Support Training for Adults with Learning Disabilities consists of ten modules over a course of 12 weeks: (1) Induction, (2) What is Peer Support, (3) Learning Together, (4) Sharing With Each Other, (5) Respect, (6) Finding Our Voice, (7) Finding Our People, (8) Moving Forwards, (9) Safe, and (10) Moving Into a Role as a Peer Support Worker. The 10 group sessions each lasted three hours and took place weekly, with an additional three one-to-one sessions for each student scheduled in between. Ideal cohort size was estimated to be between 8-12 trainees, and the initial cohort included 9 trainees.
Each module was developed to address the following objectives:
Ensure trainees feel comfortable engaging in the classroom environment and are confident regarding course instruction and assessment methods.
Promote a comprehensive understanding of peer support values and their significance.
Equip trainees to confidently introduce themselves as peer support workers, foster trust, and establish appropriate boundaries.
Clarify what information should or should not be shared and the reasoning behind these guidelines.
Reinforce the ability to uphold principles of equality, diversity, and inclusion.
Enable peer support workers to centre conversations around their peers, supporting them in feeling empowered.
Prepare trainees to effectively assist peers in understanding and progressing towards their goals.
Develop an understanding of the role and development of support networks for peer support workers.
Foster a sense of safety, security, and well-being for both trainees and their peers.
Instil confidence and readiness for assuming the responsibilities of a peer support worker.
Trainees were allocated three one-to-one sessions to reflect on their learning with a tutor, who was one of the course trainers. Additional one-to-one sessions could be requested by the trainees if required. To provide space for questions and reflections, the group size during training was kept small (9 students). The group sessions were supported by a visually accessible PowerPoint presentation. Trainees had access to Moodle, Imroc’s learning management system, which supports course delivery, resource access, and assessment management in one integrated platform.
Learning and Assessment methods
Trainees were provided with access to a Learning Journal (to support reflection) and Learning Passport (to capture learning) before Module 1. Guidance on how to use both documents was provided during Module 1 to ensure trainees understood the purpose and expectations. Tutors were responsible for ensuring each trainee received their own copy and understood how to use the resources.
At the end of each module, trainees were encouraged to use the Learning Journal to reflect on their learning. Tutors prompted trainees at the end of each session to access their Learning Journal in order to embed reflective practice throughout the programme. The Learning Journal provided space for trainees to reflect on:
What they had learned
How they felt about the learning
What they found interesting
Questions for their tutor
Topics they wanted to discuss with other trainees
Questions for their employer about their role
Their hopes and aspirations
Trainees were encouraged to use the Learning Journal in ways that best suited their individual learning styles and preferences.
The Learning Passport was an essential part of the peer support training which functioned as a structured record of each trainee’s learning and development, supporting them to identify their strengths and skills, and any support needs. The Learning Passport consisted of three sections: (1) My Learning, (2) My Plan for Work, and (3) About My Role. Section 1 included ‘What is a Peer Support Worker’, ‘Peer Support Values’, ‘Professional Responsibilities’, ‘The Peer Relationship’, ‘Lived Experience’, ‘Working in a Team’, and ‘Working Safely. Section 2 included ‘My Skills’, ‘Support I Need’, ‘How I Communicate’, ‘Sensory Needs’, and ‘My Wellbeing’. The final section provided signposting to resources relating to consent and capacity, accessible information, and safeguarding.
The Learning Passport was designed as a transferable document that trainees could take forward into their peer support worker role.
Assessment of trainees’ learning was carried out through observation within classroom sessions, reflective dialogues during group sessions, and one-to-one sessions with a tutor. Question and answer, and verbal feedback, was woven into the delivery of each module to check understanding, reinforce key concepts, and support any gaps in knowledge. Completion of the Learning Passport, alongside attending three one-to-one sessions with a tutor, was a mandatory requirement of the assessment process and provided structured opportunities to review progress and evidence learning.
1.2 Aim of evaluation
The aim of the evaluation was to provide insight into the effectiveness, accessibility, and impact of peer support training for adults with learning disabilities. The evaluation focused on the experiences and perspectives of four key stakeholder groups: (1) the trainees, (2) the Imroc lead for the learning disability training, (3) one of the trainers who facilitated the course, and (4) members of the supporting organisations where peer workers were either employed or where there were plans to create roles following the training. The evaluation explored how the training was designed and delivered, the relevance and quality of its content, and the support provided throughout. The evaluation also examined expectations, experiences, challenges, and perceived impact across all groups, with particular attention to trainee readiness for the peer support role and reflections for future improvement and development.
2. Methods
2.1 Participants
A total of nine adults with learning disabilities completed the training. Some of these were already in peer worker roles, and others were preparing to apply for these within their local Trust. Five individuals contributing to the evaluation process: three trainees completed the pre-course questionnaire and took part in a semi-structured interview, and two trainees completed the pre-course questionnaire only. Additionally, the Imroc programme lead, one trainer, and three representatives from supporting organisations took part in interviews. These representatives had been integral to the development of learning disability peer support in their organisations and had supported the trainees to undertake the course.
2.2 Data collection
A pre-course questionnaire for trainees was conducted during the trainees' first one-to-one session with their tutors. The five questions asked during this session covered areas including experiences of joining the programme, confidence in becoming a peer support worker, suggestions to make joining easier, understanding of the course information provided, and space for additional comments. Semi-structured interviews with the four key stakeholder groups took place at the end of training. Stakeholders were interviewed online using Zoom with interviews lasting up to 60 minutes.
Each group was asked questions designed to gather detailed insights about their specific experiences within the programme. Topic guides were developed for each group containing the main themes, open-ended questions, and prompts to encourage more detailed responses.
Trainees were encouraged to share their views on various aspects of the training. They discussed their overall experience, the content of the training, the support they received, and reflections on how well the training has prepared them for future roles in peer support work. Several approaches were used to make the interviews accessible. The interviewer joined three modules to introduce themselves to the trainees, help them feel familiar with, and explain the purpose of the evaluation. The interview information, including a link to book a slot was sent by email using a large, coloured font, and simplified language to make it easy to read. During the interview, trainees could turn their cameras off it they wanted to, respond either verbally or by typing depending on their preferences, and take breaks at any time. For trainees who found Zoom meetings more difficult, the interview took place on the telephone.
The trainer was interviewed about their perspective on delivering the training. Topics included the structure and content of the sessions, the support provided during delivery, their impressions of trainee readiness, the impact of the training, and suggestions for improvements or future changes.
The Imroc programme lead provided input regarding the design and delivery of the programme, including creation and implementation of the training, trainee support, evaluation of trainee preparedness, the impact of the programme, and thoughts on its progress and potential areas for further development.
Members of the supporting organisations shared information about their background and initial expectations of the programme. Their interviews covered experiences collaborating with the programme provider (Imroc), the effects of the training, challenges or barriers faced in hosting trainees, and their general observations about the success of the programme.
2.3 Ethical considerations
All participants received a participant information sheet outlining the purpose of the evaluation and provided consent before taking part. Easy Read participant information sheets and consent forms were developed to ensure that trainees fully understood the purpose of the evaluation, what participation involved, and their right to withdraw. This helped ensure that informed consent was obtained in an accessible and meaningful way. The materials were developed using established easy read guidance, which emphasises clear visual design, including a minimum 14-point sans serif font (e.g., Arial), with a consistent layout and adequate spacing throughout. Information was presented using simple language, avoiding jargon, with one key point per sentence. Visual supports were included to aid understanding, using symbols from the ‘easy on the i’ image bank developed by the Learning Disability Service Leeds NHS (Leeds and York Partnership NHS Foundation Trust, n.d.), which were positioned to the left of the accompanying text to provide visual cues and support understanding.
2.4 Data analysis
Responses to the pre-course questions were summarised using simple descriptive analysis.
The interview recordings were transcribed, and thematic analysis was used to identify key patterns (Braun & Clarke, 2006). Segments of text relevant to the evaluation aims (such as successes, challenges, impacts, and suggestions) were coded manually using short descriptive labels. Related codes were then grouped into broader themes, which were reviewed and refined. To enhance the credibility and consistency of the analysis, emerging themes were discussed by the authors. This provided an opportunity to check interpretations, reduce potential bias, and ensure the themes accurately reflected participants’ views.
3. Findings
3.1 Pre-course findings
The pre-course findings showed that four out of five trainees felt it was ‘very easy’ to join the training programme. One trainee stated that it was ‘a bit difficult’ and noted they would not have known about the training without their manager's support.
All five trainees felt that ‘more information about the programme’ would make it easier to join. Accessibility prior to the course could also be improved by having ‘someone to talk to for support’, ‘more time to think about joining’, and ‘more help signing up’. Additional recommendations included having photos of the people they would be working with, and a conversation about the length of the course as trainees may wish to do it in a shorter time frame.
Four out of five trainees felt ‘very confident’ about becoming a peer support worker, with one trainee selecting ‘a bit confident’. Four trainees (one trainee did not respond) reported that the information in the programme so far, prior to their first one-to-one session with a tutor, was ‘very easy’ to understand. A trainee reported that ‘The information is easy to understand but I need time to process the information, but I find the training easy to learn and to understand’.
3.2 What went well
This section outlines the programme’s key successes from the perspectives of trainees, the Imroc programme lead, one of the trainers, and members of the supporting organisations. Trainees found the training engaging, confidence-building, and felt well-supported throughout. The Imroc programme lead described the flexibility of delivery and the personal growth of trainees. The trainer highlighted the benefits of open discussions for trainees, the importance of the accessible learning environment, and shared evidence of learning. Members of the supporting organisations noted effective collaboration with Imroc, inclusion, and the quality and relevance of the training content. They described their hopes for introducing learning disability peer support to their services. Members of the supporting organisations wanted to raise the visibility of peer support worker roles in learning disability services and believed that the peer support training played an important part in this.
3.2.1 Trainees
Training methods were effective
The trainees reported that the training was very good. In particular, they enjoyed the use of PowerPoints and activities and enjoyed learning new things.
For one trainee, this analogy relating to tending to their own wellbeing was particularly helpful:
“The one that I liked is you can't drink from, like, you can't drink from an empty, like, cup.” [T1]
When asked what they most enjoyed about the training, another trainee said:
“Learning new stuff and how to handle stuff differently.” [T2]
Trainees had existing knowledge
Trainees reported that the training met their expectations, aligning with their understanding of peer support roles and allowing them to practice relevant skills during the programme:
“I already knew some stuff.” [T1]
One trainee enjoyed how the group helped each other when practicing peer support skills.
Engagement and increased confidence
Trainees described how the training contributed to increasing their confidence in offering peer support, enabling them to feel positive about the future:
“I feel excited for the future.” [T1]
“Happy and excited for what's to come next.” [T2]
Trainees felt supported
The support that trainees described spanned across Imroc and the trainees’ supporting/employing organisation, and included support joining the programme. Not all trainees were in an employed peer support role at the time of the training.
One trainee [T3] noted that his organisation helped him join the training programme, but the Imroc training team provided ongoing support unless major issues required returning to the organisation.
“They [the organisation] helped us with it, send us links and to see to make sure we understood what was going on.” [T1]
“[I was supported with] computer links clicking on the right links.” [T2]
Where trainees were unable to join, trainees felt confident and comfortable in contacting the Imroc programme lead or Imroc trainers.
Continued training
All trainees showed enthusiasm for participating in additional training sessions in the future. One trainee mentioned that individuals already in established positions might benefit from refresher courses covering latest information.
3.2.2 Imroc Programme Lead
Flexibility of delivery
The programme lead reflected on her perception of what worked during the training, as well as what could be changed for future courses. It became clear early on that changes would need to be made:
“…As soon as we got into the delivery, it was like, oh, there's a few changes that we need to make. We'll change the way that we do breakout rooms. People […] preferred to just do discussions of the whole group, it was easier for the tutors to manage the discussions of the whole group at the same time as observing people's learning and the contributions that the students were making.”
The training did not stick rigidly to the PowerPoint slides, but instead was adapted and led by trainees:
“We'd designed the actual PowerPoint in a very simplified way, it meant that we could really react to each conversation that came up […] It was very much like led by the students and that was that was really nice. And towards the end, as I was kind of reviewing each PowerPoint before delivery. We put in more opportunities for open questions and open discussions and yeah, that was…I liked that. I liked that. It was just quite open and reviewable as we went along and those discussions, those sorts of organic discussions we could value.”
Personal development and empowerment
The Imroc training lead described how the increased level of confidence from trainees was notable, demonstrated through increased participation and engagement in discussions:
“The confidence building was just amazing. […] I feel like everything that we taught, they [trainees] knew on some level they just didn't have the words for it, and they didn't have the space to say it [before the training].”
“Because nobody's created a space for people with learning disabilities to empower themselves and to empower each other. I mean, I think there's lots of places that do that. There's lots of like, self-advocacy groups and things like that. But this is different. This is peer support. This is, this is a somebody with learning disability, having a kind of profession.
And being a part of a professional team and the confidence was just amazing. And by the end of it, they all knew everything and they could verbalise it or they could talk to me about it. All they could reflect on it.”
Trainees excelled in developing peer support skills
The Imroc training lead described how, during the training, trainees demonstrated that they have the potential to thrive as peer support workers, often taking discussions to unexpected depths:
“We were able to delve into topics that I thought we'd be nowhere near.”
“People were having those conversations. And so we ended up, we ended up creating a kind of reading list of websites where they could access more information about those topics that we hadn't covered because we thought it might be too complicated. We ended up having the conversations anyway.”
“So I think that they're all prepared to be a peer support worker and I think that they will all make very good peer support workers as long as they're given the right support in recruitment and in their role.”
3.2.3 Trainer
Open-ended discussions
The trainer described their belief that the use of open-ended discussions was important during the training as it allowed trainees to share their perspectives and contribute in an accessible way:
“We mainly had things with open discussions which worked out the best.”
“Open discussions is what everyone reacted best to really.”
“I think it does need to be open-ended because the more open-ended it is, the more people are able to contribute.”
Accessibility
The programme was made accessible through measures like personal tutors, one-to-one support, and verbal delivery:
“They [trainees] could contact [the Imroc Programme Lead] as well as a personal tutor, and we were available by e-mail or to give a one-to-one at their own request if they needed.”
Evidence of learning
Written assessments were not included in the training course, however the training team gathered evidence of learning through alternative methods to ensure that learning outcomes were being achieved. This included observing and documenting trainees use of key peer support skills during the training, as well as recognising and acknowledging signs of growth and readiness:
“There's a lot of signs of growth and readiness.”
“They shared a lot of experience between each other, which was good.”
“I think I had quite a few students that you really felt would make a difference once they got going sort of thing.”
“So I think a lot of them gained a lot of confidence in themselves and also got validated that they had a good point and something interesting to say and contribute.”
Trainees were motivated and eager to contribute
The trainer saw an increase in confidence and a willingness to learn:
“A lot of them were really raring to go.”
“It's very fulfilling watching people get the confidence and start being able to talk and assert themselves in a better way.”
3.2.4 Supporting Organisations
Organisational support and collaboration
Members of the supporting organisations described how their previous experience with peer support and lived experience roles helped establish a strong foundation to be able to think about supporting peer workers with learning disabilities:
“We have a very, very strong lived experience workforce within our mental health directorate. We don't have as much in our learning disability and autism services. So, in my previous role as an occupational therapist, clinical lead occupational therapist, we had developed a peer support role within our adult neurodevelopmental service, so I was very used to the kind of ethos and then done some work with Imroc around starting up that role as well” [O2].
Members of the supporting organisations recognised that the support requirements of peer support workers were not uniform:
“I think first and the most important thing that we've quickly learned is that all peer support workers are different and they require, you know, they may require different support, or they may have different abilities, so we couldn't just, you know, make everything fit to everyone. We needed to look at, you know, everyone's abilities” [O3].
They also appreciated the backing and guidance provided by Imroc, which ensured that the peer support training offered maximum value to trainees and organisations:
“I think you know that's the support that side was I thought was really, really great and the support for and also in terms of listening to the feedback as well and amending things. You know as the programme was being delivered as well as you know, so really responsive.” [O1].
Training content and delivery
The training was praised for its clarity, accessibility, and specific adaptations for LD needs:
“The feedback was incredible. And yeah, very much a real, clear understanding of confidentiality, boundaries. You know the ethos of peer support. That was because I know the mental health peer support Imroc training, and I know the autism peer support Imroc training, and the way that it had been adapted to suit the needs of people with a learning disability was brilliant.” [O2].
The training was commended for its clarity and relevance, with trainees demonstrating a depth of understanding to the members of their supporting organisations:
“You know a lot of the kind of principles of peer support… So, we talk about quite complicated concepts of reciprocity, and you know, so that was all kind of explained beautifully. And when I kind of read the and did have supported them to write their learning passports… The level of understanding just absolutely blew me away, you know, kind of how insightful they all were... There was this bit around. Wow, you've really got this. You really understand. You're really kind of living and breathing why it might have been important for you” [O2].
“I noticed the contributions we had in one session, like that last week, the contributions [in a team meeting] from our peer support workers in learning disability teams were a lot bigger. Now they know things about confidentiality and boundaries… I feel like they gained the tools to talk about things that they knew or understood but couldn't articulate.” [O3].
“It got them to think more about, you know, their impact on other service users. I notice you know, when we have those discussions… I don't know what service users they are going to see, some of the kind of insights or questions were really much more, I don't know, mature in a way. They were considering much more, than even we had in a situation” [O3].
The training was also emphasised as being crucial in enabling trainees to gain a clear and thorough understanding of their prospective role:
“You really know that they understand the job that they're coming into. They've really shown the commitment to kind of being on the course, but there's that kind of… It's the understanding of the role that's really key for me and checking out people's… Knowledge of that and making it in a way that's accessible, like if you can, you can have an open day. You can talk about what peer support work is… But actually, it's something about that in depth and the reiteration of things that the training did that helped people decide whether it was for them or not… The whole informed consent bit for people with a learning disability. I really feel they have properly understood what they're about to go into.” [O2].
The use of learning passports and encouraging trainees to express their understanding were perceived to be particularly effective by the members of supporting organisations:
“I looked at the passport with one of our peer support workers after the course, and it was really helpful for him to kind of realise, yeah, we talked about this, and he was then able to tell me more about it” [O3].
One interviewee described how the impact of peer support training was clearly demonstrated by a peer support worker who effectively recognised and responded to an inappropriate situation involving a the carer of a person using the learning disability service:
“When one of our peer support workers from the learning disability team noticed something inappropriate in terms of…not within our services, but witnessed something related to the carer who was supporting one of the service users, and you know, she brilliantly followed the kind of procedures and, you know, notice, yeah, this is not right. I need help, and we need to report it. We need to find a way to deal with it. She was saying that actually, Imroc helped her to know when she needs to ask for more help when something is like a red light, that something needs to be done, reported, and so yeah, it definitely added confidence and reassurance to people, that they know what's right, what's not right, how to protect service users” [O3].
Support for trainees
The success of the peer support training was partly dependent on factors that lay outside of training delivery. Members of supporting organisations were clear that organisational support is crucial in supporting learning disability peer workers. While their comments did not relate to the training delivery, they represent important learning about what works in offering learning disability peer support training. Support for trainees outside of the course included establishing senior peer support worker roles and offering regular check-ins to trainees. Alongside formal supervision, these created valuable opportunities for informal discussion and further clarification. Practical support was also offered by organisations to their peer workers as they came into their roles:
“Part of it was to develop our senior peer support worker roles, which is [Peer lead] is one of those which sit between sort of me and the peer support workers in terms of, you know, within the hierarchy of the NHS. And so yeah. And so that they've been absolutely crucial because what they've been able to do is provide kind of one-to-one supervision” [O1].
“We often offer them [learning disability peer support workers] some support in terms of travel. So, let's say during that time we also had more, more opportunities to discuss, you know, the even that they attended. But from that, we recognise that this is something… we need to offer all the time, you know, the opportunity to have space, to ask questions and clarify understanding after the meeting” [O3].
Preparing both teams and peer workers before and after starting the role was also essential:
“A lot of the stuff has been around sort of guidance and advice and supporting our teams and preparing teams before peers come into post and then supporting them afterwards but supporting our peers as well at the same time” [O1].
Positive changes in trainees
The members of the supporting organisations shared that they had noticed that peer workers developed increased confidence and skills through training:
“Just the confidence in people and just people being able to articulate some quite complicated kind of you know, around confidentiality boundaries… So, when it comes to those horrible NHS questions about what you understand by equality and diversity, and you could absolutely tell the ones that have been on the Imroc training and absolutely nailed…those questions around, let's say, equality, diversity, and just thinking about treating everyone as individuals, and yeah, so confidence massively grew” [O2].
Some even recognised new career possibilities:
“All four of them have kind of been like, yeah, we could absolutely see ourselves doing this, this job” [O2].
A summary of what went well is shown in Table 1.
Table 1
Summary of What Went Well
| Group | Theme | Summary |
|---|---|---|
| Trainees | Training methods were effective | The training was rated highly. Trainees particularly enjoyed the use of PowerPoints and activities, and valued learning new things. |
| Trainees had existing knowledge | The training aligned with trainees' understanding of peer support, allowing them to practise relevant skills during the programme. | |
| Engagement and increased confidence | Trainees felt positive about the future and more confident. | |
| Trainees felt supported | Trainees felt supported by their organisations and Imroc, including through joining the programme. | |
| Continued training | All trainees expressed enthusiasm for additional training. Those in established positions may benefit from refresher courses. | |
| Programme Lead | Flexibility of delivery | Training was adapted based on trainee input rather than following slides strictly. |
| Personal development and empowerment | Increased confidence was demonstrated through greater participation and engagement in discussions. | |
| Trainees excelled in developing new peer support skills | Trainees demonstrated strong skills and potential to thrive as peer support workers. | |
| Trainer | Open-ended discussions | Open-ended discussions allowed trainees to share perspectives and contribute accessibly. |
| Accessibility | The programme was made accessible through personal tutors, one-to-one support, and verbal delivery. | |
| Evidence of learning | No written assessments, but signs of growth and readiness were evident throughout. | |
| Trainees were motivated and eager to contribute | The trainer observed increased confidence and a strong willingness to learn. | |
| Supporting Organisations | Organisation support and collaboration | Prior experience with peer support built a strong foundation. Organisations valued Imroc's guidance and acknowledged differing support needs. |
| Training content and delivery | Training was praised for clarity and relevance, with strong real-world examples. | |
| Support for trainees | Senior peer support positions and regular check-ins were key. Practical support and preparation before and after starting roles was considered essential. | |
| Positive changes in trainees | Peer workers developed increased confidence, skills, and recognised new career possibilities. |
3.3 What can be improved
This section highlights some of the challenges experienced during the programme. Trainees identified gaps in training content. The Imroc programme lead noted that some content was oversimplified, that there was limited early organisational support, and that there were concerns about systemic barriers. The trainer suggested a potential need for clearer delivery guidance, that some training methods were less effective (e.g., role play), IT accessibility issues, and possible workplace concerns. Members of supporting organisations raised issues around digital exclusion and communication, initial anxiety and information overload, training length, and clearer feedback for trainees.
3.3.1 Trainees
Gaps in training
Trainees felt that some training content was missing, for example a wider discussion of mental health challenges:
“Just for me, it was, I've experienced anxiety in my life, but I've experienced depression. We don't really cover that.” [T2]
“More about non-verbal communication.” [T1]
One trainee reported that it was difficult to use the Moodle platform [T3].
3.3.2 Programme Lead
Oversimplification
The Imroc programme lead described that, while some content was simplified in response to perceived trainee needs, it became apparent that, with the right support, trainees could confidently manage more complex topics:
“And my expectations of the students were probably too low, although I think that I thought that they were, I thought that was like you can do anything this, this group of people can do anything with the right support but actually I think I'd oversimplified some bits.”
“We actually added things in rather than took things out. There was a couple of subjects where I'd expected to need to spend a lot more time on them.”
Gaps in early connection between Imroc and supporting organisations to ensure support
The Imroc programme lead described how stronger partnerships between Imroc and the supporting organisations would be beneficial for future training courses. Organisational support is needed from the outset of training delivery to ensure both trainees and organisations fully understand the commitment involved, and to give trainees regular opportunities for reflective conversations. Greater organisational commitment would ensure that there was a clear shared understanding of reasonable adjustments for each trainee, and that trainees had more support to complete their learning passports:
“I think that in the future we would meet with the training lead or the trainers would meet with the organisations and the student in advance of delivery.
So we asked people to do their reasonable adjustments, but actually what we needed to be doing was having a discussion with that student with that organisation and making sure that they both understood the commitment for a start and understood the support that they would need from the organisation.
Because we did lots and lots of one to ones and ultimately at the end we completed the passports with each student, but that was quite time consuming and where there was one organisation where they were able to complete the passports with their students and that worked much better because having those reflective conversations.”
Broader systemic barriers
The Imroc programme lead also reflected that the implementation of learning from the peer support training may be affected by external factors, leading to a disparity between trainees’ readiness and their opportunities to become peer support workers. They highlighted the need for peer support training to be embedded into a wider strategy for employing learning disability peer workers, so that the trainees could capitalise on the training and continue to feel hopeful about their future:
“They've got their role, job description, all of it's been approved and it's been very, very resource heavy for the organisation and that's feels disheartening because I know that I could prepare lots of people and ultimately I don't want to prepare lots of people for no job.”
“If there isn't, if there isn't the funding and the resources in the organisations, then it's not ethically right to tell people that they can be a peer support worker.”
“But what I've learned is that the world isn't as rosy as I thought it was, and there isn't opportunities for people with learning disabilities to become peer support workers at the moment because of a lack of funding. It's not just a lack of understanding.”
3.3.3 Trainer
Need for clearer guidance
The trainer noted that slightly more guidance on how to deliver the training materials would have been helpful, as this was the first time running this programme, but acknowledged that the programme would likely evolve and expand over time.
“So I would have liked a little bit more guidance, but on the whole, I thought it was good. But as it's the first one, I suppose it's going to fill out after that.”
Some training/assessment methods were less effective
The trainer described how the use of role play was not helpful for trainees:
“I think we tried role play, but it didn't go down well. People didn't really put themselves into another role in a way. It wasn't what they wanted.”
Not having a written assessment made it a bit more challenging to evidence learning, and added another element to the tasks that the trainers had to focus on while delivering training:
“Because the students weren't writing to make it accessible, we had to remember what was being said while we were presenting and that was quite difficult to try and do a write up the end of it and take notes while you're doing it so you can remember every comment so you can evidence their learning, which I found the most challenging bit with it.”
Lack of IT training may impact accessibility
As noted above, some trainees found the Moodle platform difficult to use. Support was required from trainers to complete tasks such as the passport:
“We had the Moodle, which people had difficulty working with.”
“As we couldn't use the Moodle, we started filling in their passports with them.”
Workplace concerns
Delivery of the programme prompted the trainer to reflect on the extent to which trainees would be entering workplaces that provided ongoing support to sustain and build on learning.
“There was issues about them, whether they would be put in the workplace. And given that, I mean, one of the people I worked for after said it was a tick box exercise and he'd got the job, but they weren't giving the cases he wants because they just had, a person with learning difficulties in that role and didn't really support him to actually do the work he wanted to do.”
3.3.4 Supporting Organisations
Digital exclusion and communication
As with other interviews, the members of supporting organisations noted that limited digital skills and access posed significant barriers for some trainees:
“The whole use of Moodle ended up not being used because it just people just weren't as digitally able. So, we did have the first few sessions where we brought people in to do it as a group, so that I could work with them on how to just use Teams and log in. And so, then the whole thing of Moodle as well was just a step too far” [O2].
Initial anxiety and information overload
Members of supporting organisations felt that the volume of information and unfamiliar processes prior to the training course beginning led to anxiety among trainees:
“Too many emails, and they were panic-stricken at the beginning. So yeah, that bit around preparing people.” “There were a couple of going, oh, I don't know if I can do this. And I was like, no, no, no. Honestly, it will be fine. It will be fine. So, there was a lot of reassurance” [O2].
“Maybe at the very beginning, when they were sending emails, you know, those emails were not easy reads, the emails sent to our peer support workers…
Less in emails is better because sometimes I know Imroc's got so much that they want to say about the course, especially before people start. There is so much in those emails that actually nothing lands, and it's really hard to find anything” [O3].
Training Length
It was reported that the lengthy training schedule, in terms of the overall course length, posed challenges to some trainees, particularly for those with limited working hours or health-related absences:
“The biggest barrier was, you know, that it's a very long training… The challenge was that it was taking like half of their working time because they all were only, I think, nine and a half hours in total, split in two days, and that also brought a challenge when some of the people were off sick” [O3].
Clearer feedback for trainees
Feedback and course completion information should be stated more explicitly:
“When they were given their feedback, this feedback on their interactions in the course, but it didn't actually very clearly state that they have passed the course. So yeah, just in terms of the feedback, just making it really clear that they know” [O2].
A summary of what can be improved is shown in Table 2.
Table 2
Summary of What Can Be Improved
| Group | Theme | Summary |
|---|---|---|
| Trainees | Gaps in training | Trainees felt there were some gaps in the training content, as well as difficulties using the Moodle platform. |
| Programme Lead | Oversimplification | While some content was simplified in response to perceived trainee needs, it became apparent that with the right support, trainees could confidently manage more complex topics. |
| Gaps in early organisational support | Organisational support is needed from the outset to ensure both trainees and organisations fully understand the commitment involved, and to give trainees regular opportunities for reflective conversations. | |
| Broader systemic barriers | The implementation of learning may be affected by external factors, leading to a disparity between trainees' readiness and their opportunities to become peer support workers. | |
| Trainer | Need for clearer guidance | The trainer noted that slightly more delivery guidance would have been helpful, as this was the first time running this programme, but acknowledged that the programme would likely evolve and expand over time. |
| Some training and assessment methods were less effective | The use of role play was not helpful for trainees. To improve accessibility, the programme did not involve written assessments which made it a bit more challenging to evidence learning. | |
| Lack of IT training may impact accessibility | Trainees found the Moodle platform difficult to use. Support was required from trainers to complete tasks such as the passport. | |
| Workplace concerns | The trainer had concerns about future workplace environments and ongoing support for trainees. | |
| Supporting Organisations | Digital exclusion and communication | Limited digital skills and access posed significant barriers for some trainees. |
| Initial anxiety and information overload | The volume of information and unfamiliar processes led to anxiety among trainees. | |
| Training length | The lengthy training schedule posed challenges, particularly for those with limited working hours or health-related absences. | |
| Clearer feedback for trainees | Feedback and course completion information should be stated more explicitly. |
3.4 Recommendations
This section highlights key recommendations for improving the programme. The Imroc programme lead emphasised the need for ‘stronger organisational support and supervision outside of the training’ and noted that trainees who had this finished the course ‘feeling much more confident, much more competent’. The need for IT training was identified and it was suggested that ‘at the start [of training], it would have been good to give Moodle training so that the platform was more accessible’. Members of supporting organisations recommended further adapting materials and making adjustments to processes including replacing forms with a ‘one-to-one meeting, organised with the line manager and peer support worker for this course’, providing clearer feedback to trainees so that they ‘very clearly’ know when they have passed, keeping cohorts small, ensuring organisational support, and focusing on continuous improvement and expansion.
The key recommendations are as follows:
Ensure consistent organisational investment and supervision to support the development of LD peer support workers.
Provide IT and Moodle training at the outset to improve accessibility and ensure trainees can engage with available resources.
Extend training to supervisors and workplaces so they are better equipped to support LD peer support workers in their roles.
More access to tools and resources such as decision-making and planning tools before, during, and after training.
Further adaptation of digital and training materials to better suit the needs of people with learning disabilities.
Feedback and course completion information to be stated more explicitly.
Keep cohort sizes small to encourage participation and confidence-building.
Provide members of supporting organisations with access to course materials and module content, so that they understand what is being covered and can support to reinforce learning.
Allowing adequate time for adjustment processes and ensure clear communication about available support options.
Develop supervisor training tailored specifically to supporting LD peer support workers.
Ensure a clear point of contact or senior peer is available for regular check-ins and to support with digital access.
Continue to improve and expand the training, integrating feedback from trainees and members of supporting organisations.
Consider developing follow up and refresher sessions to support the ongoing development of peer workers
A summary of the recommendations, and the experiences that they are based on, is outlined in Table 3.
Table 3
Summary of Recommendations
| Group | Theme | Summary |
|---|---|---|
| Programme Lead | Organisational investment and supervision | Consistent organisational investment and supervision is key to supporting the development of LD peer support workers. |
| Trainer | Provide technical support and training | Providing or enhancing IT training can help improve accessibility for trainees. |
| Supervisor and workplace training | Extending the training beyond the programme to train supervisors and workplaces would further help trainees. | |
| Resources | More access to resources to support trainees before, during, and after the programme (e.g., decision making tools). | |
| Supporting Organisations | Adapting materials | Further adaptation of digital and training materials to better suit the needs of people with learning disabilities and neurodiverse conditions was recommended. |
| Clearer feedback for trainees | Feedback and course completion information should be stated more explicitly. | |
| Small cohorts | Ensuring the cohorts remain small was identified as important in future training programmes. | |
| Organisational support and supervision | Access to materials was identified as helpful for supporting organisations when implementing the roles. Allow time for adjustment and provide clear communication about available support options. The development of supervisor training tailored to supporting LD peer support workers was recommended. Having a senior peer or point of contact for regular check-ins was considered important, especially with digital access. | |
| Continuous improvement and expansion | Continuing to expand the programme and integrate feedback from trainees was recognised as necessary for ongoing success. |
3.5 Overall experience
3.5.1 Trainees
Overall, trainees described the training as a positive experience, highlighting the effective use of PowerPoint presentations and interactive activities, and valuing the opportunity to learn new skills. The programme met their expectations and aligned well with their understanding of peer support. The programme offered meaningful opportunities to practice relevant skills. As a result, trainees reported increased confidence and optimism about their future involvement in peer support.
3.5.2 Programme Lead
The programme lead expressed that the programme was a source of great satisfaction. They highlighted that the trainees were a pleasure to be around and collaborate with. The programme lead acknowledged the brilliant work of the trainers and emphasised the positive atmosphere within the space, even when trainees were sharing vulnerable experiences. Reflecting on the overall experience, the programme lead shared the following:
“There was just a real, authentic, honest atmosphere of supportive kindness and I just, yeah, that it was just really, really lovely. And I just hope that somewhere somebody is creating a big pot of money. So this can be a thing everywhere. So what I've just done with that organisation over the last year can just be replicated everywhere.”
3.5.3 Trainer
The trainer reported that delivering the programme was a very positive and fulfilling experience. The trainer mentioned their previous experience of working with individuals who have a learning disability and noted that individuals with a learning disability often have ‘areas of great wisdom’. The trainer enjoyed seeing trainees express themselves and demonstrate their knowledge. They shared that it was a rewarding experience to watch trainees grow in confidence and become more able to assert themselves. Overall, the trainer described the experience as ‘lovely’ and expressed a strong interest in being involved in future delivery of the programme.
3.5.4 Supporting Organisations
The overall experience of the training programme was overwhelmingly positive, with supporting organisations consistently highlighting its flexibility, strong communication channels, and responsiveness to feedback. The approach taken by the programme lead was described as exemplary, particularly in adapting the training structure to suit the needs of those involved, offering shorter sessions over a longer period, and distilling the key elements of peer support.
4. Conclusion
In conclusion, the evaluation of the Peer Support Training for Adults with Learning Disabilities provided valuable insights into the successes of the programme, as well as some key challenges and recommendations for future delivery. The findings showed overwhelmingly positive feedback from trainees, the programme lead, the trainer, and supporting organisations. Trainees, in particular, reported feeling positive, confident, and well-supported. There was clear evidence of learning, along with personal development and empowerment, with many trainees exceeding expectations. The programme's design, including its content and flexible delivery, was praised, and supporting organisations also noted positive changes in trainees and within their own organisations.
The evaluation also highlighted several challenges that may affect the programme's effectiveness. These included gaps in training and the oversimplification of some content, and initial anxiety combined with information overload. Certain training and assessment methods, like role play or the use of written assignments, were found to be less effective, and the lack of IT training impacted trainees’ ability to use platforms such as Zoom and Moodle. A significant challenge identified was the lack of early organisational support for trainees. Strong organisational backing from the outset is essential to ensure that both trainees and organisations fully understand the commitment involved, and to provide regular opportunities for reflective conversations. Strong organisational support and collaboration will be key to expanding the programme’s impact.
From the evaluation, several recommendations emerged, such as continued training for trainees (including IT/technical training), further adaptation of materials, clearer feedback for trainees, and stronger organisational support and supervision. By incorporating these recommendations, the programme has the potential to further empower LD peer support workers, fostering inclusion and offering individuals the opportunity to thrive in their roles.
5. References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Leeds and York Partnership NHS Foundation Trust. (n.d.). Easy on the I: Image bank. https://www.learningdisabilityservice-leeds.nhs.uk/easy-on-the-i/image-bank/.