Babington Community Technology College, Leicester City LEA
 
Babington Community Technology College has worked on a peer mediation programme since 1998. It provides a training package for young people in conflict resolution. The aim is to solve disputes so that they do not interfere with learning. The mediation programme at the college deals with almost 30 cases a year, the majority of which produce satisfactory outcomes.

Flegg High School, Norfolk LEA

Flegg High School has received national recognition for its peer support scheme which has helped to reduce the amount of bullying in the school.  The school has 38 trained peer supporters covering all years from 12-16.  Nine peer supporters have been trained by ChildLine to train other schools in setting up peer support schemes.  The school was included by OfSTED in its 2003 report ‘Bullying – Effective Action in Secondary Schools’.  Peer supporters help pupils in creating a safe and supportive environment.

Acland Burghley School, Camden LEA

In 1993 Acland Burghley School pioneered and piloted the use of student counsellors and peer supporters.  Initially developed to combat bullying through individual counselling the scheme has evolved and created opportunities for students and staff involvement through a range of activities.  The scheme is proactive and has made a major impact on the culture of the school.
ABC peer supporters offer a confidential counselling service to any student wishing to talk about bullying or other peer relationship issues.  It works on the principle that young people can be trained and empowered to help their peers find solutions to their problems.
ABC peer supporters are also trained to lead drama workshops and circle time activities in local primary schools and with year 7 students, thereby playing a major role in helping to smooth the transition from primary to secondary school.
Work at the school features in the video accompanying the DfES anti-bullying pack.
Quote: Mia, Year 9 peer supporter: “I’d much rather speak to somebody in my year or a year older than me than a teacher or a parent because you think they could relate to you more because they’ve been where you were but only a short time ago”.

Abbott Community Primary School, Manchester

The school has piloted a ‘Special Friends’ scheme since the start of the Summer Term 2000 in conjunction with the Manchester Education Partnership.

All the children in Year 5 complete an application form and are interviewed to decide who will be chosen to join a team of Special Friends. Ten children are picked and are trained during the Summer Term and at the start of the Autumn Term to become mediators and listeners.  The team works in pairs each day and is available at lunchtime for the other children to discuss worries and concerns.  They are monitored and refresher training is given when necessary. 

The children who are chosen to be Special Friends have become confident, responsible members of Year 6 and show considerable pride and maturity in their scheme.  Many children visit the Special Friends and appreciate the opportunity of going into a quiet place to be listened to and given quality time. 

Each of the remaining children in Year 6 are involved in other duties at lunchtime either as Reading Buddies, helping Year 1 children to read or as ‘TOPs’ play activity helpers who assist the Lunchtime Organisers.        

Frederick Gough School – a specialist language college, Scunthorpe, North Lincolnshire LEA

An 11-16 comprehensive school with 1,200 students on roll.  Trained student mentors (in Year 10) are available to listen and advise younger victims of bullying as an extra strand of help to that already offered by adults at the school. Originally starting with 4 mentors in 1998, the system has grown from strength to strength and from September 2003, there will be 18 mentors (male and female), two per Year 7 form. Mentors have out of school training over 10 weeks with a professional counsellor. They are taught listening, coping and negotiating skills, as well as being given strict boundaries as to issues they can and can’t deal with. Mentors are also used to help in Year 6 transition work, and they visit the feeder primary schools in the summer term, and spend a lot of time in “their form” in September.  Mentors themselves also gain, with many hoping to use their skills in future jobs. The system is reviewed annually by outgoing mentors, their trainer and teacher leading them in school.