Pupil Participation and Peer Support

Pupil Participation was fostered through a range of initiatives from a Nursery school which had involved its pupils and parents in helping to shape the curriculum; Primary 7 pupils planning and carrying out activities with their 'wee buddies' in Primary 1; a pupil council which had prepared an anti-bullying leaflet; a Secondary school which had consulted with its pupils on learning and teaching; a Special school (for pupils with SEBD) which sought to develop citizenship through its Pupil Council; to a Local Authority which had established an electronic means of consulting with all of its stakeholders.

There were many examples of schools which, through peer support, sought to create a caring and supportive school ethos. It was clear that, in these schools, it was not only those who were supported who had benefited but the school community at large and, in particular, those who had acted as supporters/mentors/'big buddies'.

Peer support took many forms, from buddying schemes through to conflict resolution, mediation, mentoring and programmes designed to ease the transition process. There were some very interesting examples of innovative work. In one school, senior pupils had helped to prepare a Social Education programme to be delivered, by them, to the new intake and then provided ongoing support through a lunchtime club. In another school, senior pupils formed a management team to oversee peer support initiatives to support both learning and emotional development and also were involved in delivering a 'fun day' to the new intake. All of these initiatives required a great deal of support and training from teaching staff and, in some cases, outside providers. (The photograph above shows Kate Betney from the SSEN and the Anti-Bullying Network using a questionnaire to get the views of children at Newcastle Primary School, Fife).

Key issues which emerged

	Firstly, the importance of a commitment towards values such as caring, respect, democracy, human rights and developing the full potential of all members of the school community (listening and respecting the views of teachers and pupils).
	Secondly, the pride which individual teachers and other professionals took in the work and achievement of their pupils.

For more information please contact Joan Mowat by email.

Joan Mowat reflects on her recent short-term appointment as National Development Officer for SEED working on those recommendations in 'Better Behaviour - Better Learning' relating to pupil participation and peer support.