“You’re not alone”: new peer group for students with Long Covid and ME/CFS

Students with long COVID or ME/CFS often face unique challenges in their daily academic lives and have few opportunities to connect with others. That’s why a peer group has been formed at LMU to address this very issue: it offers a low-barrier space for networking, mutual support, and sharing experiences. Two inclusion tutors explain how the group came to be, how the meetings work—and why it’s worth joining.

Your paths to getting involved were quite different. How did you both end up becoming inclusion tutors and eventually working in the peer group?

Katharina Haack: I’m in my third semester of economics and found out about the Inclusion Tutors through the LMU newsletter. The training program immediately appealed to me, and I just wanted to see if it was something for me. In the process, I realized how important this commitment is. The Peer Group, in particular, has become a major part of it.

Reinhold Altmann: It was a bit different for me. I’m a senior student and previously worked as an engineer for many years. It was important to me to do something meaningful after my career and to stay in touch with young people. The training to become an inclusion tutor then presented the opportunity to combine exactly that and also give something back. The Peer Group emerged from that because we saw that there was a concrete need here.

What do you do in your day-to-day work as inclusion tutors?

Katharina Haack: We provide practical support to students with disabilities, for example, when they start their studies or with organizational questions. During our training, we’re also made aware of the barriers students face, such as navigating the campus. Personally, I’m currently focusing mainly on the peer group and preparing content for them, such as through presentations and materials on fatigue and Long Covid.

Reinhold Altmann: The senior studies program gives me the opportunity to apply my experience across faculties and to network with students, faculty, and the counseling center for students with disabilities. I like to encourage people to be mindful of one another. For me, inclusion in everyday life means approaching people with an open mind.

A conversation among equals, rather than facing the illness alone

Eventually, this general commitment turned into a very concrete idea: a dedicated peer group for those affected. How did that come about?

Reinhold Altmann: The impetus came from the Counseling Center for Students with Disabilities. They were receiving many inquiries from students with Long Covid or ME/CFS, but there was no suitable forum for them to connect. So it became clear: We needed a space where those affected could exchange experiences with one another, and that’s how we established the peer group.

For an initiative like this to be effective at all, students naturally have to hear about it first. How do you reach your target audience?

Katharina Haack: Primarily through the counseling center itself and via the LMU newsletter. We also try to increase visibility through flyers and social media. The easiest way right now is to contact the counseling center. They will then put you in touch with the peer group. However, many people still don’t even know this service exists.

Reinhold Altmann:

It’s still a challenge to raise awareness about inclusion on a broader scale. I always carry flyers about LMU’s counseling and support services with me and like to use orientation events, the information session for students with disabilities, and campus days. We also have a new Instagram page inklusion.in.muenchen that we hope will help us reach people who are affected.

Looking ahead: What are your hopes for the future development of the Peer Group, as well as for how this issue is addressed at the university?

Reinhold Altmann: Above all, that more people affected by these issues find their way to us. For meaningful dialogue to truly take place, we need more participants.

Katharina Haack: And beyond that, greater visibility at the university. Many people have no idea how severely these conditions can limit students. There are still hurdles, especially in teaching, such as when materials aren’t available online. Greater sensitivity would be important there.

If someone is reading this article now and feels it applies to them, what advice would you give that person?

Reinhold Altmann: Taking that first step takes some effort—but it’s worth it. The group is a safe space where no one is judged.

Katharina Haack: You can just come by and see if it’s a good fit. No pressure. That’s exactly what the peer group is for.

If you’ve never attended a meeting like this before: What does a typical peer group session look like?

Katharina Haack: We meet online every three weeks. We start with a brief presentation from us—for example, on disability accommodations or other support services.

After that, the focus is on discussion. Participants can share their experiences, ask questions, or simply listen.

Reinhold Altmann: It’s very important to note that everything is voluntary and very low-threshold. You can join without registering, keep your camera off, or participate for just part of the time—whatever your health allows. The meetings usually last about an hour so as not to overwhelm anyone.

A low-threshold service tailored to a variety of needs

That sounds like a very open format. In your view, what makes this peer group particularly valuable?

Katharina Haack: The greatest value is the networking. Many people affected by this condition face limitations in their daily lives and have few opportunities to connect with others. In the group, they realize: Others are going through similar experiences. You can give each other tips, but also simply feel understood. Another advantage is the small group size. This fosters a more personal exchange than in very large formats. We see ourselves more as a framework. The actual exchange happens between the participants.

One reason for this is that the course of the illness can vary greatly. How do you experience this in your work?

Reinhold Altmann: Very differently. There are milder cases where studying is still possible, but also cases where even short periods of concentration are a major challenge. In some cases, those affected can only actively participate for a limited time or have to make significant adjustments to their daily lives. This shows how varied the needs are and how important a flexible exchange format is.

Katharina Haack: Exactly, the spectrum is very broad. The illness often develops gradually and isn’t always recognized right away at the beginning. That’s precisely why it’s helpful to exchange ideas with others who are going through similar experiences.

More about the support services for students with disabilities:

- Advice and networking for students with disabilities
- Inclusion tutors and inclusion tutors
- Representative for the interests of students with disabilities
- Compensation for disadvantages during examinations