Students who participate in a work-integrated learning (WIL) program - such as Cooperative Education during their university studies are often better prepared for the labour market compared to students who do not receive discipline specific practical experience. But does this better preparedness come with a price? Students who participate in WIL programs compared to non-WIL students often have less access to social support networks and the university community due to their alternating academic and work terms.There is reason to believe that the construct of belonging may have especially important implications among university students. There has been growing attention in recent years to mental illness amongst post-secondary students, particularly during their first few years of university study (Conley, Kirsch, Dickson, & Bryant,2014; Storrie, Ahern, & Tuckett, 2010). Research suggests that a sense of school belonging among university students may help buffer the stress associated with the transition to university (Brunwasser, 2012). Pittman and Richmond (2008), for example, found that students who experienced a positive change in their sense of university belonging throughout their first year tended to experience a drop in levels of anxiety and depression related internalizing behavioural problems. A study by Friedlander, Reid, Shupak, and Cribbie (2007), found that when compared to parental social support, higher levels of perceived social support from friends better predicted a healthy social, emotional, and overall adjustment to university among first-year university students. While evidence points to a relation between peer support and sense of belonging and university students' academic and psychological outcomes, such measures do not account for the impact of Social Media (SM) use. This study aims to understand and describe students perception on the role social media play in sense of belonging and peer support and what the relationship(s) arebetween sense of belonging, peer support, social media and well-being. Is really work integrated learning models a way of supporting the transition between H.E and W.L or are we creating other barriers that's needs to be overcome? This study comprise of a questionnaire and focus groups interviews. 164 individuals completed a 30-45 minutes long questionnaire in English, in the end of the questionnaire the students could choose to say yes to participate in a focus group, and it resulted in five focus groups including 15 students representing all four faculties. Preliminary results indicate that the students emphasize the importance of peer-support during both their academic studies and work periods. The Students seem to find solutions trying to achieve this through SM, it becomes a natural tool and creates a platform for students to connect and support each other virtually. In the presentation we will illustrate more results.