Students' transition to academia comes with a number of challenges which, if inadequately addressed, may negatively affect their academic performance and psychological well-being. Hence, the question of support becomes critical and has been reflected in the variety of practical measures to provide support with learning and facilitate newcomers' integration into higher education. However, while forms of institutional aid have increased and diversified in recent years, the kind of support the students actually need and prefer to use--from the pool of available resources--remains insufficiently understood in current research. To address this gap, this paper advocates a social network approach to first-year students' experiences of coping with academic life and suggests an agenda for further investigation, which would contrast support "from above" and support "from below." (Contains 2 notes.)