Evidence shows that implementing and sustaining a student-led, whole school approach to resolving conflict impacts positively on the behaviour and welfare of pupils and provides important life skills to young people.

We conduct detailed case studies for all our active partner schools. The data collected illustrates how students and staff who involved with CRESST training develop their skills in active listening, effective communication and being able to make positive interventions for themselves and others when conflict occurs.

Our introductory lessons in conflict resolution are delivered to whole year groups and student and teacher feedback from 1000s of attendees indicates that the lessons are overwhelmingly experienced as engaging, useful and fun.

The positive effects of having student-led mediation and conflict management schemes are highlighted in comments made by all levels of the school community, from Ofsted and Governance to Senior Leaders, staff, students and parents:

“I’ve been able to help younger students get through things that I didn’t get help for in younger years”

(Year 12 Student Mediator)

“Children know that they can go to a Peer Mediator for help instead of saving it for the teacher – they get help instantly”

(Teacher, primary school )

“Love this programme – great for the children and to empower them to solve problems. The peer mediation training is excellent.”

(Assistant Head, primary school)

“Incidents are best sent to the mediators as children talk to other children sometimes more than the adults”

(Lunchtime supervisor)

“Peer mediation is incredibly powerful in our school. Mediators see their role as important in the smooth running of school. The system sits beautifully with our core values and promotes care, respect and thoughtfulness.”

(Headteacher, primary school)

Ofsted frequently comments on the benefits of CRESST student mediation schemes:

“Peer mentors wear their red jackets and baseball caps with pride. They
feel their training has been invaluable to enable them to carry out their role of
befriending anyone who is lonely and to make sure ‘no one gets too angry.”

(Seven Hills Secondary Special School, 2017 short report)

“Pupils’ behaviour in and around school is good. Leaders have put into place a
great many opportunities for pupils to contribute to the school community, for
example, through peer mentoring”

(Greystones Primary, 2016 short report)

“Behaviour and safety in the primary phase is exceptional… In the primary phase, pupils are trained to be ‘peer mediators’, who take on the responsibility of resolving minor disputes and spotting potential bullying before it becomes a problem.” 

(Hinde House 3-16 School, 2012 report)

“Behaviour of all pupils is exemplary in lessons and around the school… Pupils serve their school and local community extremely well… Many pupils have whole school responsibilities including playground friends, junior wardens and peer mediators.”

(Mundella 2015 report)

“Pupils have many opportunities to take on responsibility in the school. They value serving on the school council, becoming sports leaders, fund-raising activities and acting as peer mediators. Pupils show their maturity and good sense when talking about their roles as peer mediators. They are aware of the need for confidentiality and trust when supporting other pupils.”

(Wharncliffe Side, 2014 report)

“Pupils value the range of opportunities they have and are eager to take on extra responsibilities in school, such as school councillors or peer mediators. This shows they are proud of their school and want everyone to do well.”

(Ecclesfield Primary School, 2015 report)

“Pupils told inspectors that theirs was an excellent school where everyone helped each other and there was little disruptive behaviour. A group of Year 5 pupils have been trained as ‘peer mediators’, who work in the playground to ensure there is harmony in their play. This works extremely well. The mediators know that their role does not extend to sorting out violent behaviour, but they know the procedures to follow on the rare occasions that this occurs.”

(Birley Community Primary School, 2013 report)

“Pupils make a good contribution to the life of the school. There is an active school council. Play leaders encourage activity at playtimes. Peer mentors help to maintain pupils’ sense of safety and fair play”

(Abbey Lane School, 2014 report)

“Any form of bullying is exceptionally rare, and pupils feel confident any issues are dealt with quickly. The peer mentors help any pupils who may fall out to patch up their differences.”

(Stocksbridge School, 2013 report)

“Pupils are very thoughtful of others. Trained peer mediators ensure that any disagreements between pupils are quickly resolved. They make sure that pupils are not left out of activities in the playground.”

(Nether Green Junior School, 2015 report)

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