School-Based Peer Mediation Programmes: A Case Study

The systematic literature review explores the effectiveness of school-based peer support programmes for bringing about positive psychological outcomes for the children and adolescents who access them.

Outcomes for children and adolescents delivering peer support programmes were not the focus of the current review, nor were health, academic or other outcomes.

A systematic search identified 10 studies in seven different countries evaluating a range of school-based peer support programmes.

Findings revealed modest positive effects on a range of psychological outcomes including self-concept, self-esteem, well-being, coping, relationships and attitudes about school, however most effect sizes were found to be 'not practically significant' (Kirk, 1996).

School-based peer support programmes that involve professionals in the delivery, have good fidelity of implementation, have highly specific aims and are targeted to those in need appeared to have the greatest impact.

Recommendations for practice and future research are discussed.

The empirical paper outlines a qualitative case study exploring a well-established peer mediation programme in an inner city secondary academy in London.

This approach was taken in order to extend the research on school-based peer mediation programmes and answer research questions regarding perceptions of the programme, how the programme works and factors influencing programme effectiveness.

Semi-structured interviews were conducted with four staff members, four peer mediators and four younger pupils within the setting.

Using thematic analysis, 13 themes were identified in total.

Four themes relate to perceptions of the programme, including perceptions of the impact of the programme within the setting. Four themes support a greater understanding of how peer mediation affects change, including the significance of the peer mediation process itself.

Furthermore, five themes support a greater understanding of some of the individual and systemic factors that influence the effectiveness of school-based peer mediation. Implications for practice and future research are discussed.