SNHS Problem of Practice
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The document summarizes a peer mediation program piloted at a high school to address conflicts between students. Student leaders were trained to resolve disputes among their peers. The program's effectiveness was evaluated based on its impact on student involvement and the number of office discipline referrals. Data showed that 50% of students referred to mediation had not received subsequent disciplinary referrals, and all referred students felt positively about the mediation process. The document recommends expanding training on the program and student selection process to increase its impact.
SNHS Problem of Practice
- 1. Hugh Scott II Northeast Leadership Academy Cohort II Spring 2013, NCSU
- 3. The school community wanted to emphasize two foundational beliefs found within our vision statement. • SNHS must create and a safe and orderly school environment in which students are free from mental or physical duress. • SNHS must provide opportunities to develop and nurture the growth of students as social beings in addition to the intellectual growth and development of students. The idea to develop a peer mediation program was born. In this pilot program, student leaders were trained to resolve student conflicts amongst their peers. The evaluation of the program was to measure the effectiveness of the program based on the impact of student involvement and leadership in the school and the reduction of office discipline referrals (ODRs). In this inaugural year, students from the Student CouncilAdvisory committee were asked if they wanted to participate by the administration and guidance counselors. The students who volunteered were trained and became our peer mediators.
- 5. There were several evaluation questions to measure the impact of the peer mediation program. Here are a few of the questions used: • What types of situations were sent to the peer mediators? How often did these situations occur? • How do the students referred to peer mediators relate to those with discipline referrals? • In the school environment, what effect has the implementation of peer mediation had on student involvement? • How many students who were peer mediated acquired an ODR after the intervention?
- 6. Data used to collect this data came from various sources: • Monthly ODR reports • Mediation Logs/Notebook • Student Surveys
- 7. Out of 20 mediation sessions conducted during the evaluation period, 10 of those were referred and completed through the peer mediation program. Here is the breakdown of that information.
- 9. The most meaningful data to move forward came from the student feedback on the program and the follow-up review of ODR data on the referred students. • All referred students responded positively about going through the peer mediation process. • 50% of referred students admitted to being hesitant or nervous before going through the peer mediation program. • 50% of referred students have not received another ODR for any reason. • 100% of referred students have not received a referral related to the mediation incident. • In random polling school-wide polling, most had very little to no knowledge about the peer mediation program. • Counselor hesitancy to refer students to the peer mediation program Traditionally a counselor role
- 10. I believe the peer mediation is a step in the right direction towards accomplishing the mission and vision. I recommend the following suggestions based on my evaluation of the program: • Staff development on the peer mediation program Referral process Expectations of peer mediators Expectations of referred students • Review the peer mediation selection process Open up to other student leader groups Staff Recommendations • Continue using seniors, juniors, and sophomores as mediators. Freshman can begin the program as recorders/observers. • Student education on the peer mediation program during handbook review sessions • Refine what types of situations can be referred to the peer mediation program • TRY IT!
- 11. • Very impressed with the professionalism of the peer mediators involved in the program. Provide the opportunity for students to grow and they may surprise you. • This program can be culture-specific. • Through the evaluation process ask: “What do I want to know?” ▪ Data “Why is this information meaningful to the evaluation?” ▪ Rationale “How can I acquire that information?” ▪ Sources