1. Scenario 25: Peer mentoring
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 25: Peer mentoring 1

2. Scenario 25 Peer Mentoring
Your school has an anti-bullying policy and you want to involve pupils in your class/form in helping to resolve situations when someone is unhappy.
How do you go about this? 2

3. Key Learning Outcomes
Knowledge about the purpose and value of peer-mentoring in relation to Behaviour for Learning and understanding of how to support a peer mentoring scheme in schools
Modelling and practice in setting up and supporting peer mentoring by finding out about the training and support needs of the pupils involved.
Relevant QTS standards: Q2 & Q30 3

4. What do you do?
Talk to the whole class/form about your ideas and share your concerns. Ask them what they intend to do about it.
Launch a scheme that you have seen in another school.
Capitalise on pupil interest and get the most enthusiastic to mentor a few victims of bullying to see how well it works.
Hold an exploratory discussion to help identify what the pupils think about bullying and how to help anyone who is unhappy.
Pick out a few known bullies and ask them why they behave this way. Speak to some victims and ask them about what should be done. 4

5. What may be the best choice?
Hold an exploratory discussion to help identify what the pupils think about bullying and how to help anyone who is unhappy.
It is important to establish pupil ownership of any peer mentoring scheme at the beginning of the initiative. Finding out the views of pupils will also help to inform your planning.
The teacher’s role is to oversee the scheme, to advise guide and monitor the mentors and to ensure that they are well prepared and trained, including knowing their limitations and how to refer any serious problems on to experienced counsellors. 5

6. What are the considerations?
You must first have permission from the senior leadership of the school. Talk with your mentor. Approach another teacher(s) who might be interested in supporting your idea. Agree aims, objectives and success criteria and prepare any resources and facilities needed.
Decide the ‘client group’ e.g. new pupils; those who need help academically or with ‘behaviour problems’; those identified by staff as being at risk of bullying; or ?
You will need to decide how the pupils will participate in the scheme and establish clear guidelines for them so that they can feel ownership without over-reaching themselves
Plan recruitment of participants – who to involve and how, as well as how the scheme will be publicised
Work out a training and support plan for peer mentors and how this is to be organized.
Plan how monitoring and evaluation will be arranged. 6

7. Underlying principles
Mentoring is usually a 1:1 relationship, although it can and should be monitored.
Those who take part are similar in age and/or have had similar experiences.
Peers can offer real support if they are understanding and empathetic.
There is a whole range of approaches, from informal buddying to targeted and focussed peer advice and support.
The role of school staff is enshrined in the common law duty of care. Peer mentoring schemes must be carefully organised, monitored and controlled by designated staff. 7

8. Rights and Responsibilities
Designated members of staff are accountable for support, advice, training and monitoring to ensure that the scheme is effective in helping reduce the effects of bullying
Peer mentors should be advised about a number of rights and responsibilities in a code of conduct which should be agreed at the outset e.g.
The need to talk to the staff supervising the project about any problems and concerns, and to have these concerns dealt with.
The importance of not gossiping to anyone else.
Although the process is voluntary, once involved there is a need to be reliable and committed.
Peer mentees have the right to be listened to and respected. 8

9. Activities to try
Watch the programmes listed on slide 10 and evaluate them for help in understanding peer mentoring.
Design a training programme for mentors and practice a session in role within your group. Give feedback to each other and report on the effectiveness of the session – how well will it prepare a pupil mentor?
Discuss and share ideas of peer mentoring schemes experienced by the group, both as pupils and trainee teachers. Plan together the stages for establishing a peer mentoring scheme in a school to meet a particular need you have identified. 9

10. Want to find out more? References on the B4L site
The Mentoring and Befriending Foundation - Guidance and training advice
Peer mentoring site -
DCSF – Teachernet - Peer mentoring resource pack
Teachers TV – Peer Mentoring - Challenge and Change
Teachers TV – Peer Mentoring - A Personal Journey
Teachers TV – Peer Mentoring - Matching and Caring
Teachers TV – Peer Mentoring - Making the Grade
Teachers TV – Primary support staff - Peer Mediation 10

11. Conclusions
What is the key message have you gained from this scenario material?
How might you apply this approach in your own practice in school.
Further insights and notes for tutors and mentors are available on the website
Updated August 2009