The peer mediation process in secondary schools

grantor: University of TorontoThe purpose of this study was to investigate the practice and the impact of peer mediation in eight secondary schools. This research is the first to investigate peer mediation in secondary schools. In doing so, it sought to give the peer mediators and other students a "voice." The students explained the peer mediation process, the effects on their personal lives, relationships, school climate and families. The thirty-three participants of the study include eight mediators, two disputants, two non-disputants, six students who refused mediation, seven teachers, one non-teacher and seven administrators. Three students refused to be interviewed. All student participants were eighteen years of age when interviewed. The method employed is qualitative. A personal interview was conducted with each mediator and disputant to investigate what happens during the mediation process, their satisfaction with the process and the impact it is having on them and the school community. Teachers, coordinators of the peer mediation programs and administrators were also interviewed individually to get their perception of the program's impact on the mediators, disputants, other students and the school climate. Data gathered were analysed in four stages. The interviews were transcribed verbatim and the categories and themes were identified and sorted. The findings indicate that peer mediation provides one of the best opportunities for creating peaceful schools. The study is significant because it verifies and brings to the forefront ten issues that are important to the field of peer mediation and conflict resolution. The issues are that: peer mediators can peacefully resolve conflicts and they are exemplary student leaders; peer mediation promotes ethics, transforms lives, teaches lifelong skills, provides leadership, fellowship, growth and provides an alternative to suspension; peers trust their peers to resolve their problems; school violence is on the increase and there is a lack of support for peer mediation. The findings of this study warrant further investigation in three areas: peer mediators and other students who are between 14 and 17 years of age; the training programs; and the real cost to implement a program in a secondary school.Ed.D