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

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. 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. 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. 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. Students with problems of professional competence (SPPC) are commonly identified in postgraduate psychology training programmes.The presence of SPPC can adversely affect the learning environment for other students, creates emotional distress and fosters feelings of resentment.There is a reported lack of effective institutional and educator response to managing SPPC, with students often perceiving that their educators are either unaware of SPPC issues or not addressing them adequately. Students with problems of professional competence (SPPC) are commonly identified in postgraduate psychology training programmes. The presence of SPPC can adversely affect the learning environment for other students, creates emotional distress and fosters feelings of resentment. There is a reported lack of effective institutional and educator response to managing SPPC, with students often perceiving that their educators are either unaware of SPPC issues or not addressing them adequately. Participants indicated that the presence of SPPC significantly impacts the emotional and social dynamics within psychology training cohorts.Participants perceived a lack of accountability and action from educators in managing SPPC. Barriers to reporting their concerns regarding SPPC peers include fear of repercussions and a lack of clear avenues for raising issues.Participants emphasised the importance of constructive feedback, clear boundaries and regular support mechanisms to manage SPPC effectively and improve the learning environment for all students. Participants indicated that the presence of SPPC significantly impacts the emotional and social dynamics within psychology training cohorts. Participants perceived a lack of accountability and action from educators in managing SPPC. Barriers to reporting their concerns regarding SPPC peers include fear of repercussions and a lack of clear avenues for raising issues. Participants emphasised the importance of constructive feedback, clear boundaries and regular support mechanisms to manage SPPC effectively and improve the learning environment for all students.