Peer Helper Tutoring/Mentoring Project

I was fortunate enough to participate in the training of the

middle schools Peer Helper group and the implementation of a peer
tutoring/mentoring program. The training was co-conducted by the
facilitator and by the local high school peer helpers. The older peers
were able to connect and relate to their younger peers. Students were
trained in seven peer helping skills. They are: attending, empathizing,
summarizing, questioning, genuineness, assertiveness, confrontation,
problem-solving, conflict resolution, and confidentiality. This set of
core skills is emphasized throughout the school year. Peer helpers are
expected to help their peers with emotional, societal, educational, and
behavioral challenges. The high school students began the training.
Then, the school counselor who is the facilitator of the club focused on
these skills for the first nine weeks of school. I was able to be involved
in some of the training and finding resources to help enhance the
curriculum as students reviewed the skills that they learned from the
initial training with the high school peer helpers. These activities
included role-playing with specific scenarios, conversation starter
activities, and an emphasis on training in confidentiality. Throughout
all of the training, the trainers constantly reminded students that as a
peer helper they are expected to be role models at all times. Any peer
helpers who are involved in disciplinary issues are subject to
probationary time or dismissal from the peer helpers club.

The second nine-weeks finally arrived and it was time for trained
students to start tutoring and mentoring! Their mission was to help fill
the void that so many students have academically, emotionally, and
socially. Teachers, administration, and counselor recommendations for
students in need of a mentor or tutor enabled the counselor and I to
begin matching students and peer helpers together. This proved to be
very tricky as it is quite difficult to get both schedules to coincide so
that neither party misses an academic class.
As students were referred, we worked to match their needs with
the strengths of the peer helpers. For example, one of our 5th grade
students needed a mentor since her mother was very ill because of
cancer. We had an 8th grade peer helper whose sister was in remission
from leukemia. These girls had a common bond. We matched another
5th grade girl who was battling depression. This student was matched
with an 8th grader who had overcome similar obstacles and had
persevered through the depression and had found a love of life and
confidence in her abilities. These two were a perfect fit! There were
several boys who were struggling in math assigned to 7th and 8th grade
boys whose math skills allowed them to be able to help their younger
peers.
I have been able to watch these relationships flourish over the
course of the last 9-weeks. The older students and younger peers
remember their special day of the week and anticipate its arrival. They

both feel so special. As I have observed these students before and

after the unique peer help, two words come to my mind: win-win. This
link not only helps the younger students but also helps the older
students grow and expound on their strengths. In my opinion, every
school should invest in a peer helpers club. The skills that these
students learn from a peer helper and as a peer helper can equip our
future to reach out and help, overcome adversity, and be the
difference.