Peer mediation School mediation as a form of conflict resolution has in developed countries become prevention and the life philosophy of a school. As a new method, it offers solutions to conflicts that in the school environment become everyday reality.
There are many factors that can affect conflict in the school setting. Bieleszová (2012) lists, among others, the personality traits of the disputing parties, different value systems, length of relationship, generational differences, nostalgic optimism about past times, different social environments, ongoing stress, long-term frustration, educational level, status, high ambitions, preference for precision, reliance on intuition, and even the presence of "onlookers" in the conflict or their insensitive involvement in it.
School mediation in the school environment has great potential to address conflicts at two basic levels:
- School mediation addresses conflicts among teachers, between teachers and school management, between parents and the school, between parents and the school, and between the school and the municipality; such conflicts are typically handled by a professional or trained mediator.
- Peer mediation addresses conflicts among students and between teachers and students; it helps students resolve school disputes and develop negotiation skills.
By the term peer mediation we generally understand mediation among peers carried out in the school setting. In professional literature one can also find the designation peer mediation. The origin of the word "peer" is in English. As a noun, we translate it into Slovak as peer or classmate; from our perspective, translating it as an adjective as peer-like is most suitable.
Bednařík (2001, p. 2) defines peer mediation as mediation where the third party is a peer, a student who helps their classmates solve their own problem from the position of a neutral third party, and continues with a description of the mediator's role, who "facilitates and structures the problem-solving process by strengthening participating students so they can negotiate their interests in an appropriate way and make a joint agreement on how to resolve their problem."
In foreign countries, especially in the USA, Canada, Great Britain, the Netherlands, Germany, and now also Poland and Hungary, peer mediation operates in primary and secondary schools. As a result, the atmosphere in schools has improved noticeably, and the number of aggression-caused conflicts has declined. In Slovakia, the civic association Centrum prevencie a riešenia konfliktov began working with a peer conflict resolution program in 1995. By the year 2000, the peer mediation program had reached several primary and secondary schools across Slovakia. The conflict resolution and peer mediation program focused on skill rehearsal is, according to Bednařík (2001, p. 5), "one of the functioning tools for helping students handle their impulsivity and channel their strong emotions in a way that contributes to resolving a situation rather than escalating it." Poláková and Štánerová (2008) add that children in such programs, through demonstrative examples and model situations, learn to resolve their own conflicts nonviolently and respectfully. They find that success in life does not lie in ruthlessness, aggression, or dominance, but in understanding another person's experience by becoming acquainted with their perspective and stance.
In Holá's (2011) view, peer mediation is one way to reduce aggression and violence in schools. Research shows that peer mediation is an effective tool for managing conflict situations, developing positive peer relationships, developing social skills, and supporting prosocial behavior in children.
A reason for introducing peer mediation in the school setting is the expectation of a decrease in student conflicts handled through aggression. A more significant reason is, according to Harváneková (2011), the belief that when students take responsibility for resolving their conflicts and learn skills aimed at effective conflict resolution, this helps strengthen democratic ways of thinking and more mature ways of building relationships.
The term conflict appears in the literature in various forms as a phenomenon with potential that can be either constructive or destructive. Conflicts need to be faced, not avoided. The nature of the outcome depends only on how the conflict is handled. Lampen and Lampenová (1997) believe that for society, alongside other tasks, it is much more important to teach young people creative and nonviolent ways of resolving conflicts. They studied interactions between attitudes and behavior in conflict and from their analysis derived ways in which conflict can be solved. They propose that conflict resolution should be perceived as a struggle for resolution rather than a struggle to win. In this light, the adversary becomes a partner with whom conflict can be solved through a win–win system.
Leap Confronting Conflict (2013), an organization specializing in training young people in conflict-resolution skills, states that conflict is an inevitable part of young people's lives and that leaving it unresolved can lead to harmful consequences for the young people themselves as well as for their friends, families, and wider environment. If conflict is handled creatively, however, it is an opportunity for changed understanding and for building new and deeper relationships among individuals and groups. Staceyová and Robinson (1997) similarly argue that conflict, if addressed in a way that respects the rights of all participants, can motivate positive change and even transformation.
Peer mediation process
According to Tyrrell (2002), peer mediation is a very practical and logical process in which children help each other to resolve conflicts. Children establish the process, create basic rules, listen to each side of the dispute, and provide both parties with a summary of what was disclosed to them. They then give both sides the opportunity to express feelings, help them identify issues, prompt solution ideas, and, in an ideal case, agree on a final joint solution. Mediation is a voluntary process, so it is enough if one side decides at any stage not to continue. In that case, the conflict is usually handled according to the standard school disciplinary framework.
For peer mediation to be feasible, basic rules valid for both peer mediators and disputing participants must be observed. Tyrrell (2002) says that peer mediators must be impartial, obliged to maintain confidentiality regarding information obtained, and refrain from commenting on participants' statements and behavior. Lampen (1994), however, notes that they may prompt resolution of part of the problem to help start the mediation process. Tyrrell (2002), continuing the confidentiality question, states that peer mediators are required to distinguish between a "good" secret and information that must be passed on to teachers. This includes cases where one participant is at risk of harm, or, as Lampen (1994) adds, where a participant might become involved in breaking the law. Staceyová and Robinson (1997) state that participants in disputes must agree at minimum to follow rules of respectful conduct during the process, including not accusing each other, not interrupting, not blaming, and not shifting responsibility for the conflict onto someone else.
Implementation of a peer mediation program
Peer mediation assumes that children and young people are capable, after appropriate training and with ongoing support, of resolving conflicts among themselves. Lawrenceová (2000) argues that students benefit from this activity because they take responsibility for their feelings and behavior. Children often prefer to confide in other children rather than adults. Staceyová (1996), referring to Maslow's self-actualization theory, suggests that the skills learned through mediation through education and practice develop this natural tendency in children.
According to Tyrrell (2002), peer mediation gives children the opportunity to play an active role in decision-making about problems that concern them. It prepares them to become responsible adults in the future and gives them practical life skills that they can use in school, at home, and in society. In the literature, three of these skills are repeatedly found: validation, communication, and cooperation. Lampen and Lampenová (1997) describe validation as mutual respect for the strengths of the discussing partners, acceptance of the partner's needs and expectations as one's own, and recognition that each participant is a partner with whom a solution is possible. Communication includes a way of listening that allows each participant to understand the origin of the conflict, the essence of disputed issues, and what each participant is willing to do to reach a solution without generating expressions of anger or mistrust. Cooperation means agreement to negotiate together and carrying out what was agreed. Staceyová (1996) adds that without these skills, conflict resolution and mediation cannot happen.
Introducing peer mediation into the school setting can take several forms. The most effective method is a multi-day intensive training outside school with the presence of a trainer, allowing students to fully focus on training. Another option is trainer-led training at school either as a multi-day workshop or divided into several blocks. The latter model allows training to be integrated into class time, during which a teacher simulates a conflict with students and resolves it in line with the acquired knowledge of conflict resolution.
Holá (2011) explains that the program is based on social learning theory. It assumes that children naturally imitate the behavior of their peers in complex social situations, adapt to it, and adopt them as models of behavior. The goal of the program is to increase the ability to monitor one's own anger, improve knowledge about conflict situations, conflict resolution, and mediation, and strengthen the ability to resolve conflicts constructively.
Students involved in the program become acquainted, through games, creative activities, and simulations, with the use of communication skills for preventing and resolving conflicts, characteristics of aggression, conflict theory, communication techniques, and the mediation process. It is beneficial if teachers or other school staff also complete similar training in conflict resolution, as students do. Bednařík (2001) says that teachers who acquire useful skills will understand the basic principles and non-authoritarian approach to conflict resolution, and will be able to assess which conflicts they must handle with students themselves and which can be referred to trained peer mediators.
Selection of students
Just as there are multiple ways to introduce peer mediation into schools, there are also several approaches to selecting students for a mediation program. Selection is conditioned by several criteria and specific school requirements. Bednařík (2001) identifies three approaches: targeted selection, criteria-based selection, and self-selection of applying students. Targeted selection is focused on assertive and leadership-oriented students with strong social skills. Its advantage is the likelihood that such students will quickly learn the required skills and use them. A disadvantage could be the creation of an "elite group" of students that would be rejected by others, thereby leaving mediation services underused. Criteria-based selection is a model based on selection through behavior tests, personality questionnaires, or interviews. Students with potential for effective conflict resolution may pass, and they need not always be students with good academic results or positive leaders. Self-selection is an approach that allows all motivated students to apply, including those who may not pass teacher selection because they do not have high grades and are not positive leaders. Its downside is that it is more difficult to work with such a diverse group during training. On the other hand, it can be much more beneficial to teach such a student to control and resolve conflicts.
Inmanová and Turnerová (In: Cowie et al., 2004) acknowledge the difficulties associated with involving students whose behavior is more challenging or questionable. Project credibility can be threatened if naturally recognized role models are not chosen for the program, while students with inappropriate behavior are selected. However, they conclude that work with such target groups has led to change, and therefore a role in peer mediation could also be offered to students on the margins. Tyrrell (2002) agrees with them, stating that potential for change toward negative behavior patterns is a universal starting point of peer mediation. Bitel and Rollsová (In: Liebman, 2000) recommend that mediators can be selected from different social strata because this reflects the picture of the school system or regime. Ensuring that peer mediators genuinely represent a broad range of students may also concern balancing the numbers of boys and girls participating in the program.
Promotion and sustainability of the peer mediation program
According to Bednařík (2001), the promotion of peer mediation has two basic goals: to inform students about what mediation is and to raise awareness among students of the existence of trained peer mediators they can turn to when needed.
Sellman (2002) calls mediation publicity an important factor in successful project sustainability and support and also discusses the importance of advertising and presentation both within the school and through publication in local media. In Great Britain, one school experienced disappointment when, after training the first peer mediators, peers initially did not seek their help. Later publicity contributed to students visiting mediation rooms out of curiosity, and some asked trivial questions without intending to mediate. However, it was later found that some of these mediators returned with the intention of solving problems. It was concluded that these events were part of a process of teaching younger students about the program and helping them trust the mediators.
Regarding sustainability, Tyrrell (2002) concluded that school leadership is the most significant factor in whether a program is sustainable long-term, especially regarding its ability to effectively address moral foundations and whole-school relationships. Sellman (2002) notes that little attention is paid during planning and implementation of peer mediation to program sustainability. They argue that conflict-resolution skills are far more likely to be internalized when aligned with school pedagogy and organization than when programs are isolated outside school. They state that this perspective is often missing in out-of-school programs. To what extent this generalization is appropriate is not clear.
To allow a peer mediation project to function after training ends, the ideal way to maintain mediators' motivation is through regular supervision meetings, where, according to Bednařík (2001, p. 9), it is possible to "continue resolving conflict simulations, practising specific communication skills, or working on the analysis of real mediation cases" that occurred and that peer mediators had the opportunity to handle.
Advantages of peer mediation
Successful implementation of a peer mediation program requires significant investment in decision-making, persuasive ability, effort, time, and resources. From various professional sources (Tyrrell, 2002; Bitel and Rollsová, 2000; Lawrenceová, 2000; Staceyová, 1996), we learn that conflict resolution and peer mediation programs are beneficial for both the child as an individual and the school as an institution. Increased self-esteem and improved relationships give children a greater sense of responsibility, reduce conflict situations, support academic success, develop life skills, allow teachers to focus on teaching, and create an environment where students can learn and socialize safely and constructively.
Tyrrell (2002) claims that promoting peer mediation skills improves teaching and learning environments because they are highly aligned with traits valuable beyond educational institutions. These include good interpersonal and communication skills, the ability to collaborate in groups, skills focused on personal growth, and civic awareness. For these reasons, peer mediation skills should have equal status in school curricula as traditional subjects. Skills gained from peer mediation are beneficial for young people not only in school but also in family and work contexts. Such programs prepare children as young citizens of society by giving them practical experiences of democratic collaboration with teachers and school staff in maintaining program functionality in ways that traditional hierarchically arranged school relationships do not allow.
Lawrenceová (2000) reflects on the effect of conflict resolution and peer mediation programs on bullying. They argue that programs do not eliminate bullying, but an increase in a child's self-esteem through participation allows partial coping with bullying through coping strategies. Peer mediation programs also help schools by complementing whole-school disciplinary and positive behavior policies, creating an environment where everyone knows bullying is unacceptable and both aggressor and victim know that support and help will be provided. Lawrenceová also cites case studies in which former student bullies became qualified peer mediators, children began supporting each other more, became more tolerant of one another, conflict rates declined, peer mediators were able to stop the escalation of minor conflicts, and school staff spent less time solving conflicts.
Criticism of peer mediation
The most serious criticism of peer mediation methods is that they do not offer the same benefits to all students. The criticism points to the fact that only some students become trained mediators, and they undeniably gain greater benefits. There are, however, counterarguments: participants in a dispute benefit from conflict resolution and also learn from the experience. Among other counterarguments is the view that peer mediation education should be integrated into the context of broader conflict-resolution work, and that its implementation often means changing school culture so that the child is at the center of attention and justice is perceived more as restorative than retributive. Clements and Clementsová (2000) acknowledge that the greatest benefit from peer mediation programs is obtained by students trained as mediators, followed by those who participated in mediation. They argue that to provide direct benefits to all students, all students need training in at least the basic problem-solving skills that are the foundation of mediation. They further defend programs tailored to students of all categories, arguing that it is more useful to acquire more tools for problem solving than ineffective tools based on power, coercion, revenge, and violence.
Tyrrell (2002) accepts the idea that it is important to listen to those skeptical about the benefits of peer mediation, because their objections point to issues that deserve reflection. One objection is adult concern that peer mediation places too much burden on children. This view is immediately rejected by arguing that the mediation process can be energizing and strengthening as long as children master the required skills and are supported and encouraged by school leadership. Tyrrell continues with the idea that the source of adults' negative stance toward peer mediation is a clash of values. They explain this by noting that even in cases where teachers try to listen to both sides of a dispute, the process remains more adjudicative than mediative, because it occurs within traditional hierarchy and ultimately reminds everyone that it is the adult who controls the question of determining guilt and punishment. Mediation, by contrast, is about restoring relationships.
School ethos
Staceyová and Robinson (1997) state that peer mediation has made very little progress in schools where teaching styles are overly didactic or where management policies are entirely authoritarian and repressive. More constructive features that allow peer mediation to flourish include, for example, positive relationships, trust, support, open communication, mutual respect, tolerance, cooperation, and a willingness to work despite problems. Tyrrell (2002) reached a similar conclusion with other schools. Management staff were tempted to implement peer mediation programs as a reaction to problems in school. Obstacles lay in wanting to achieve outcomes before the process of obtaining them. They did not notice the mismatch between the values of peer mediation—especially cooperation, communication, and problem-solving—and the values of many other schools, where hierarchical and repressive approaches to conflict prevail.
In discussing the counterproductive effects of value mismatch, Sellman (2002) focuses specifically on the mission of school culture in relation to peer mediation. They claim projects often failed, or did not even launch, because they were not compatible with the prevailing school culture or school vision. They note that in schools where projects failed, peer mediation was treated as isolated, useful only as a game for children and irrelevant from other school perspectives. The result was confusion among children about what is appropriate for peer mediation and what is arbitration. Peer mediation requires change in school culture: a shift from teacher-led control to student empowerment and from arbitration to mediation, seen as the dominant form of shaping conflict resolution, so only the most serious conflicts remain for teacher decision-making. Tyrrell (2002) draws analogous conclusions. If peer mediation is to have a chance to take root, it requires a consistent school environment. In schools where there is misalignment in relationships among teachers or other staff, children quickly notice it and the peer mediation project loses credibility. Children often insist that the clearly established, recognized, and valid rules of peer mediation should also be used in the classroom. This problem can be addressed by school leadership, before committing to peer mediation, spending sufficient time and effort consulting with all staff; most should then support the project.
Sellman (2002) emphasizes that teachers themselves need to form their own values in approaches to conflict resolution and peer mediation. Lawrenceová (2000) expresses a similar view, stating that teachers are critically important to the success of peer mediation programs and therefore need to model behavior, which should be based on high self-esteem.
Tyrrell (2002), in a commentary on efforts to "build a bridge" between the core values of peer mediation and the hierarchical values of many schools, argues that if peer mediation is more than an add-on, more than just another initiative imposed by overworked, undervalued teachers and staff, then peer mediation programs will account for the school's general reality. Two practical recommendations supporting bridge building, which Tyrrell refers to, we want to emphasize here. One is integration of conflict resolution and peer mediation into the curriculum. The second is integrating conflict resolution and peer mediation programs into the structure of the school. Lampen (1994) is convinced that a peer mediation system needs to be part of school policy in disciplinary matters. Staceyová and Robinson (1997) believe that peer mediation should be included in the school development plan, as should building a high-quality professional pedagogical team.
Bitel and Rollsová (2000) conclude with the idea that peer mediation should not replace conventional school sanctions but should complement them. This gives children the choice of how to approach their conflicts.
Observations and conclusions
Although the philosophy of basic conflict resolution and peer mediation is idealistic—for example, in its conviction that children and young people are capable of developing skills for resolving many of their own conflicts—its practical use is strongly rooted in pragmatism. Conflict is an unavoidable aspect of every individual’s life, but the relevant skills and processes can produce positive outcomes. It is acceptable that conflict resolution and peer mediation methods, implemented in parallel with conventional disciplinary systems, cannot address all types of conflicts that arise in school.
Conflict resolution and peer mediation programs will not by themselves produce concrete benefits. They involve certain costs in money, time, effort, and will, and also demands on teachers or other school staff working with schools to examine and reassess relationships among themselves and their students, as well as relationships among students. Implementing peer mediation projects requires time, and therefore the related values to be embedded in the school's overall ethos appear later.
While there is limited but undeniable evidence of the effectiveness of peer mediation programs, a majority of school staff and students will still believe in improved relationships and reduced time teachers spend helping students resolve conflicts. In addition, components, at least such as communication skills, will align with curriculum goals.
For the implementation of peer mediation programs, schools currently need support from external agencies, whether service mediating organizations, conflict-resolution specialists, or independent trainers.
Ultimately, for peer mediation programs to be effective and sustainable, schools launching such projects must enter a long-term, ongoing process.
Author: PhDr. Adriana Mitasová The author is a doctoral student at Vysokej školy zdravotníctva a sociálnej práce sv. Alžbety v Bratislave. List of used literature
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