Students often speak to their peers about academic plagiarism outcomes to release pressure arising out of guilt or the need to get peer feedback. Though this allows students to openly discuss academic integrity issues, it can leave some students vulnerable when later submitting group assessments as peers may form views of the efficacy of that student’s work. Anecdotal evidence shows that using examples of academic integrity from real assessments in class to explain the potential pitfalls may help reduce some of the group tension.