En skolas implementering av kamratmedling

This article is based on a two-year ethnographic field study at a school inMalmö, Sweden. The study focused on peer mediation, examining several methodsand angles of approach. Peer mediation means that pupils manage theirconflicts, based on theories of restorative justice, which means that the mediationis intended to restore a “damaged” relationship. Peer mediation has noelements of punishment. Since my findings showed, among other things, thatpeer mediation reduced the climate of conflict in the school, prevented bullying,and strengthened the pupils’ competence and agency, I have chosen in thistext to elucidate the school’s implementation of peer mediation. The theory ofrestorative justice has six important principles that should be satisfied whenpeer mediation is introduced in a school: the level of conflict in the schoolshould be analysed before mediation is introduced; the school principal shouldsupport the introduction and organization of peer mediation; school staffshould be encouraged to participate in the mediation; there should always be aholistic view so that the mediation programme harmonizes with the school’sideology, pedagogy and organization; the work should be subject to long-termplanning if it is to be sustainable; and the people involved should be aware thatan implementation process takes time. These principles and the dilemmas connectedwith peer mediation and these are highlighted in the article