The impact of peers with professional competence issues: a qualitative study of Australian psychology students

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ABSTRACT Objective This study explored the experiences of professional psychology students in Australia who study alongside peers perceived to have problems of professional competence (SPPC). It aimed to understand the impact of SPPC on the learning environment, the avenues available for addressing concerns and potential strategies for management. Method A qualitative approach was utilised, involving semi-structured interviews with 16 students currently enrolled in or recently graduated from accredited postgraduate psychology programmes. Reflexive thematic analysis was conducted to generate themes within the data. Results Five themes were generated: peers observed interpersonal, emotional‑regulation and ethical lapses; these problems diverted practice and feedback opportunities; cohort stress and self‑doubt escalated; institutional responses and reporting pathways were limited; and students advocated frank, competency‑linked feedback followed by structured remediation and firm boundaries. Conclusions The findings highlight the need for educational institutions to establish transparent reporting pathways and structured remediation plans for students with problems of professional competency, alongside improved communication channels and regular monitoring. Programmes should also routinely assess and openly discuss student cohort group cohesion. Implementing these strategies can enhance the learning environment, promote professional growth and uphold the integrity of psychology training programmes.