Implementation: How is Peer Mediation Used In the Classroom?
According to Churchill (2013), Cremin (2007), Sellmen (2011), and Cohen (n.d.) there are several steps to creating, implementing, and maintaining a peer mediation program:
- Devise a purpose for the peer mediation program, such as name calling, gossiping, issues sharing, not returning borrowed items, friend or relationship issues, etc.
- Ensure there is administrative support for the program. Discuss the idea of a peer mediation program at staff meetings.
- Elect a peer mediation coordinator. This coordinator will introduce the program to the teachers and students, as well as oversee training of staff and students. The coordinator will schedule and oversee mediation sessions, follow up with disputants, and inform the school of the programs progress, as well as modify the program.
- Create a space and time for peer mediation to occur, such as a quiet room or specific spots where conflict often occurs, such as the playground or hallways. Often schools will name a room something like “Student Success Center” or have posts called “Bus Stops” where peer mediators will be available. Often time schools will have peer mediation programs offered during lunch or recess to ensure students are not missing instructional time.
- Introduce the peer mediation program and conflict resolution strategies to the entire school through assemblies, seminars, etc. Allow students to self-nominate or nominate others to become a peer mediator. Allow teachers to nominate students for further training.
- Create the peer mediation trainee group. Create a diverse group of students from different cultures, race, gender, sexual orientation, socioeconomic status, and include at-risk students by interviewing the nominated trainees.
- Schedule and Conduct peer mediation training. Trainers should be school-based staff and outside trainers, such as mediation training organizations and university programs that are experienced in mediation. Create a training schedule that requires the least amount of time missing class, such as during lunch or recess, after or before school, weekend field trips, etc. The additional resources page includes many websites that offer specific training programs, lessons, videos, etc.
- Determine mediation rules and process. Mediation should always be voluntary and never include potentially violent situations. Mediation is meant for non-violent minor issues between students. Example rules and process can be found below.
- Promote the peer mediation program. Do this through assemblies, role playing in the classroom and as a whole school, contests, t-shirts, events, field trips, newspapers, advertisements, etc.
- Have the support staff review peer mediated cases often. Peer mediators will fill out a report worksheet or record sessions in order to track peer mediation progress.
- Discuss progress with the all school staff members and modify the program regularly depending on the schools needs.
- Re-teach conflict resolution skills and peer mediation skills to the whole school throughout the school year. Every year or half-year, give the students opportunity to end their role as a student mediator or begin their role as a student mediator.
According to Cremin (2007) and Sellmen (2011), there are certain criteria that attribute to building and maintaining a successful peer mediation program:
Student-Led:
Student-Led:
- Program is associated with the student council and students elect mediators based on applications and interviews
- Support, budget, and resources from the school administration
- Support from the staff for training and events
- Embedding the program into lessons within the classroom
- Intense conflict resolution training in the classroom from kindergarten on
- Scheduled time within each classroom, such as circle time or classroom meetings to learn and practice these skills
- Reteaching skills to the whole school as well as student mediators
- Offer incentives for students who use the program properly when needed
- Create a contract for peer mediation positions and allow resignation every year to half-year
- Create assemblies, games, field trips, etc based on the schools needs
Churchill (2013) offers great language for peer mediators to use during mediation. Here are some examples:
- Introduction to the process: “You have a problem you need to solve”
- Reminder of the rules: “You have to speak one at a time to us/me, not to each other. Why are you mad at him/her?”
- In order to clarify the situation, after one person has spoken: "I/We understand he/she said/did..."
- To understand the story from both perspectives: "What happened from your point of view?"
- To begin to solve the problem: "What is the agreement here?"
- To clarify that both parties agree: "Can you leave this issue here?" or "Do you both agree on that plan?"
Cremin (2007) offers an example of peer mediation rules and the peer mediation process: