EDITION

Research
Leadership through Peer Mediation (LtPM) research
shows strong, positive impact on schools and students
by Lyndon Burford (PhD Candidate in International Relations, University of Auckland)
In semester 2, 2015, The Peace
Foundation commissioned preliminary
research into the impact of the LTPM peer
mediation programme on the wellbeing
of peer mediators and the ‘cultures’ of the
schools the programme operates in. The
research focused particularly on the key
issues that students seek mediation for:
n The LTPM-based skills that peer
mediators find most useful in helping
resolve conflicts at school.
n The impact of the LTPM experience on
the personal lives of mediators, as well
as their professional lives once they
leave school, and
n
The perceptions of staff and students
about the impact of LTPM on their
schools’ cultures.
The research focused on nine secondary
schools in the Auckland region, where
we have the strongest participation in the
LTPM programme. In total, we surveyed
172 participants in schools ranging from
deciles one to ten. Participants were
divided into staff (principals, teachers and
LTPM coordinators) and students (current
and former peer mediators, and students
who have used the LTPM peer mediation
service).
The research findings represent a strong
endorsement of the LTPM programme and
the skills it teaches around leadership,
personal responsibility, rapport building
and active, empathic communication. A
majority across all participant categories
believed LTPM had improved their schools’
cultures. The programme was seen as
having improved relationships within the
student body, as well as having reduced
bullying, thus creating a safer school environment.
This is a strong indication that
LTPM is achieving its objective of empowering
students to become ‘ambassadors of
social justice.’ Former LTPM peer mediators
were overwhelmingly positive about
the programme’s impact at the personal
level. Many found that LTPM-based skills
had improved relationships with family
and friends, and had benefitted their
tertiary educational outcomes in fields
such as law, medicine and psychology.
This research shows The Peace Foundation’s
commitment to constant self-evaluation
and programme improvement. We
aim to provide top-quality, evidence-based
training that empowers young New Zealanders
with the skills and confidence to
thrive, emotionally and academically, in the
hyper-connected world of the 21st century.
Our thanks go to Dr Helene Connor of
Unitec Institute of Technology, and to
former Peace Foundation intern Leo
Buccahan, a recent MA graduate of the
University of Bradford, England, who
conducted the research.
Student peer mediators ‘in training’ from
Western Springs College, Auckland.
Cool Schools Programme Report: Strong Correlation Between
Coordinators Teaching Effectiveness and Primary Students Overall
Academic Success by Samantha McKinlay (Research Intern for The Peace Foundation)
During the months of May, June,
and July, The Peace Foundation has been
working closely with PhD candidates
within the Peace and Conflict Studies
Department at the University of Otago. This
partnership was formed in order to conduct
a survey regarding the effectiveness,
impact, and sustainability of the Cool
Schools Mediation Programme. This survey
recorded 65 participants in total. Of those
participants there were 39 teachers, 16
principals, and 15 student peer mediators
within primary schools throughout New
Zealand. Face-to-face interviews were
also documented, specifically in Auckland
based primary schools, to gain a more
conclusive overview of the impact of the
Cool Schools Programme.
The findings cited a fierce advocacy
from schools regarding the Cool Schools
Programme while also highlighting the
extent to which the implementation of this
programme had been effective in its efforts
to promote a more peaceful community
among students and staff. When asked
during an interview if the programme had
any impact on her teaching effectiveness,
2016 WINTER edition
Rebecca Harris, a teacher coordinator at
Rosebank School stated “I do. I’ve certainly
gained a lot more patience and have also
gained the ability to actually hear both sides of
an argument in order to address the student’s
behaviour.” Emma Leonhardt, a fellow
teacher coordinator at Upper Harbour
Primary also responded to this question
with “I’m using everything I’ve learned in
this programme to help build relationships
in my classroom and it has even helped
me develop some of my lesson plans.” This
development demonstrates a ripple effect
in the general quality of class time and has
even contributed positively to student’s
overall academic success. Jules, a peer
mediator at Oratia District School, states,
“Yeah, last year I got into a lot of mischief
and wasn’t really doing my homework and
now with the programme I’ve managed to
get a lot more work done.” When another
student was asked if they had noticed any
difference in their overall marks, Madison,
a peer mediator from Upper Harbour
School answered “I’ve been achieving better
results because I’m not laughing at things and
being silly in class anymore. I’m really taking
the time to understand the material now.”
This research has placed a magnifying
glass on The Peace Foundation’s
impact on the wider primary school
community and has demonstrated a strong
correlation between coordinators teaching
effectiveness and student’s academic
success. By enriching the well being of staff
and students, it can be concluded that this
programme has the ability to help teachers
stimulate the expansion of young minds
and supplement New Zealand’s youth with
the drive to succeed.
Peer mediators at Rosebank School (Central
Auckland) give a presentation at a Cool Schools
Network Meeting
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