The Effectiveness of Peer Mediation in Westville C.U.S.D. #2

During the past several years concerns about student behavior and school discipline have figured prominently in various public opinion polls. Many approaches and methodologies have been used in an unsuccessful effort to remedy the problem. These methodologies include zero tolerance , codes of conduct, contracts and assertive discipline. Peer mediation is a relatively new concept that has not been significantly researched in rural areas. The purpose of this study was to examine the perceptions of peer mediation programs at McMillan Grade School and Westville Junior High School in Westville, Illinois. A survey of twenty-six certified teachers at both of the schools was conducted. Those surveyed were asked to respond to questions concerning their perceptions regarding the effectiveness of the peer mediation program at their school; identify other variables that prevent students from receiving corrective discipline measures; to evaluate the inservice procedure; and determine if there was a difference in the number of discipline referrals, suspensions and expulsions after the implementation of peer mediation. Results of the study inducated that the majority of the teachers felt that they were inserviced properly in peer mediation, and that peer mediation was effective as an intervention procedure. Although there was a considerable variance in the number of detentions, suspensions, and expulsions after the implementation of the peer mediation program, the teachers\u27 perceptions were divided on the amount of time spent on discipline. The author recommended that a peer mediation steering committee be established in the two schools to develop formal written objectives and results of peer mediation. These committees\u27 results should be distributed to students, teachers, administrators, school board and the citizen advisory board