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Values guiding the practiceof peer supportThe core values underpinning the MannerheimLeague for Child Welfare are as follows:appreciation of children and childhood, jointresponsibility, humanity, tolerance, equality, andjoy. The values of peer support scheme build onthese values.The valuesEqualityEquality means that everyone is valued as anindividual. Activities and processes involvedin peer support scheme are designed toimprove peer supporter’s ability to acceptthemselves as well as others as equal andunique individuals. By their own example, peersupporters also spread the idea of equalityamong the larger school community.VoluntarismPeer support scheme is founded on theprinciple of voluntarism. This is demonstratedby peer supporter’s willingness to takeresponsibility and to engage for the schoolcommunity.JoyWorking together is fun! Apart from peersupporters, all sections of the schoolcommunity can take pleasure in activities andprocesses involved in peer support scheme.ConfidentialityPeer supporters are obligated to maintainconfidentiality. However, difficult issues can beconfidentially discussed and worked throughwith other peer supporters, while peer8Setting up Peer Support Programmes in Schools – a step-by-step Guidesupporters are also encouraged to turn to theirsupervisors or other reliable adults for adviceand help.Youth and appreciation of youthYoung people are experts in their own livesand have the right to have a voice in issues thatdirectly affect them. Taking this as its startingpoint, peer support programme utilizesyoung people’s expertise in promoting andmaintaining a positive school atmosphere.Participation and empowermentof young peoplePeer support programme provides a chancefor young people to design, carry out, andassess activities related to the practice ofpeer support. It gives the young peopleconfidence that they can make a differenceand invites the larger school community toengage in constructive dialogue. In addition,peer supporters can act as a bridge betweenthe student body and the staff and ensurethat young people are listened to. Comparedto their adult partners, peer supporters maybe better placed to identify problems intheir schools and can pass on information toschool’s senior staff.

Core values, aims and resourcesof peer support schemePreventingand reducingbullyingSafelearningenvironmentCaring andsupportiveschool ethosAimsPromotionof consideratebehaviour inschoolsSatisfactionwith schoolPeer supportersas a bridgebetween schoolstaff andstudentsCo-operativeand ucationPreventingand vecultureCooperationbetweenschool staff andstudentsProactiveprevention ofproblemsLearningPersonalgrowthYoung people’sinfluence anddemocraticPromotion ofyoung people’s educationparticipationin schoolsActivecitizenshipSocial skillstrainingfinancial supportOtherresourcestime and material resourcesfull backing of all membersof the school communityResourcespeer supporterspeer support trainerheadteacherschool stafft arpwe a r t i cr m ipaen ti oto nafyou ndngpeoismconfidepounj oyemvo luayouth and appreciationof youtheqli t yntialit yother partnersValuespleReasons for setting upa peer support scheme:1. It allows the students to have a greater sayin the school Promotion of democracy3. It promotes the healthy growth of thestudents Increased well-being2. It contributes to young people’ssatisfaction with their school More activeparticipation in the community by thestudents4. Doing things together brings variety to theschool’s daily routine Opportunities fornon-formal learning5. It is FUN!Setting up Peer Support Programmes in Schools – a step-by-step Guide9

MLL’s support for peersupport programmesPeer support is the most important form ofthe Mannerheim League for Child Welfare’sinvolvement with young people and schools. Asfor today, approximately 90 % of the upper grades(7–9) of comprehensive school in Finland haveadopted peer support programmes.The nationwide network of peer supportincludes over 800 staff co-ordinators (recruitedmainly from the schools’ teaching staff),approximately 50 certified peer support trainers,and annually over 14 000 student peer supporters.Peer support programme is supported by the staffat the League’s central office and its 13 districtorganizations, as well as by hundreds of volunteersat League’s local associations.The League’s central office is responsible fordeveloping the peer support programme and forproviding information and training for staff coordinators and peer support trainers. Apart fromtraining, the central office also produces training10Setting up Peer Support Programmes in Schools – a step-by-step Guidematerials and manuals designed for co-ordinators,peer support trainers and peer supporters.Youth work co-ordinators at the League’s districtorganizations communicate with schools, and somedistricts even organize meetings for co-ordinatorsand peer supporters active in the region. Inaddition, district organizations communicateregularly with the people responsible for youthwork at the League’s local associations.Local associations provide practical support toschools in setting up and sustaining peer support.For example, this can involve contributing tothe costs of training of peer supporters (trainerfees, venues, catering etc.) Local associationsoccasionally also assist in the training of peersupporters or provide them with t-shirts, badges,or hooded jackets (imprinted with peer supportscheme’s logo) to improve their visibility. Inaddition, local associations sometimes offer grantsfor peer supporters.

Principles of good practicefor peer student programmesThe Mannerheim League for Child Welfare hasdeveloped a set of principles of good practiceto act as a basis for assessing and developingpeer support in schools.Activities and processes involved in a peersupport programme– demonstrate the fundamental values ofthe League’s peer student scheme– demonstrate the aims set by the League– are based on co-operation with theLeague’s district and local organizationsand other local actorsSchool staff and school management– staff co-ordinators are compensated fortheir work– the school allows adequate time andmaterial resources as well as adequatevenues for activities related to peersupport– peer support is written into schoolcurriculum– peer support is written into schoolstrategy– the division of labour and tasks betweenpeer supporters and student council isclear and known to everybody involved– the students and the school staff bothknow who their peer supporters are– peer support scheme has a full backing ofthe senior staff and the head teacher– the staff, students, and their parents/ carers are kept informed about theschool’s peer support schemeStaff co-ordinators– take part in training, meetings, andseminars organized by the MannerheimLeague for Child Welfare– take advantage of manuals and othermaterials produced by the League– join the League’s mailing list to receivetraining material and topical information– take responsibility for selecting andsupervising peer supporters– provide guidance and supervision to peersupporters on a regular basis– set up the aims for school’s peer supportactivities alongside with the peersupporters– act as intermediary between peersupporters and staff– provide feedback and keeps up themomentum for peer studentsStudent peer supporters– receive appropriate training in issuescentral to the practice of peer support– receive refresher or updating training asthe programme unfolds– take advantage of manuals and othermaterials produced by the League– organize morning assemblies and deliverpresentations for their ”buddy classes”– guide new students into the schoolenvironment and help them bond withtheir classmates– organize activities that promote positiveand supportive school ethos– are involved in proclamation andpromotion of School Peace during theschool year– combat bullying and facilitate socialinclusionSetting up Peer Support Programmes in Schools – a step-by-step Guide11

Peer support andparticipationPeer groups play a fundamental role in the livesand personal development of children and youngpeople. However, adults do not always fullyunderstand how important peer relationships arefor young people. Being accepted by one’s peersis essential, and young people often define socialexclusion as isolation from their classmates.Research has shown that peer-led approachesare an effective way of engaging young peopleand children. Young people feel more comfortablediscussing sensitive issues with their peers thanwith adults, and are in general more likely to seekhelp from other young people rather than fromparental figures. In addition, young people arekeen to learn from their peers, and often questionthe authoritarian approaches used by adults. Inshort, peers are better able to relate to their peersbecause of their age and common experiences –and that is why peer supporters have a very specialrole to play within the school community.In spite of this, many adults still think that youngpeople have little to contribute. There is, to besure, a widespread agreement that children andyoung people should be included in the decisionmaking process at levels appropriate to theircapacities. Nevertheless, when it comes to e.g.school activities, the adults are used to planningthem without consulting the students.Adults are responsible for ensuring that youngpeople are being involved through representationand participation. Genuine participation isdemocracy, and the best way to teach democracyto students is to incorporate the principles ofdemocracy into the school practices. Participationby young people should not only be encouraged,but actively sought out and welcomed as a valuableinput. And more than that, young people should12not be treated as objects, but rather as significantpartners whose participation benefits and enrichesthe whole community. Learning young people totake responsibility for themselves, other people intheir community, and the environment requires anatmosphere of trust and mutual appreciation. Thisoften calls for a change in the way we think aboutyoung people: Do we trust them? Do we listento them? Do we recognize their needs and do weshow that we appreciate them and what they do?In this guide participation is understood asyoung people having a voice and impact ondecisions that directly affect them. It means youngpeople setting their own goals, making decisions,and learning to take responsibility for theirdecisions.Setting up Peer Support Programmes in Schools – a step-by-step GuideEnabling young peoples’ participationdoes not mean:– straightforward transfer of power fromadults to young people;– adults giving up their share ofresponsibility;– prioritising young people’s views overeveryone else’s;– leaving young people without guidanceor support from adults.Participation does mean:– helping students behave in a responsibleand co-operative manner;– respecting different views and practicesand allowing discussion;– listening to young people’s ideas and,when feasible, implementing them;– learning and doing things together.

The role of staff co-ordinatorPeer support requires an adult co-ordinator. Oftenthey are staff members, but a school nurse or alocal youth worker can also take responsibility forrunning the scheme. Larger schools often havemore than one co-ordinator, and some schools alsohave a specific steering team with representativesfrom the staff and peer supporters.Although the scheme depends heavily on coordinator’s enthusiasm and commitment, theschool must allow adequate resources for peersupport to succeed. Co-ordinators must haveenough non-contact time for administration andsupervising the peer supporters, coupled withfinancial resources to cover e.g. materials and peersupporters’ training. Ideally co-ordinators shouldalso be trained in participatory methods and groupdynamics, especially if s/he is not familiar withthese approaches.Co-ordinator’s role is to facilitate peersupporters’ potential and to help them come upwith their own ideas, rather than control them.However, it is the adult supervisor who takes theresponsibility for running the scheme and decideson its aims together with the peer supporters.The co-ordinator also ensures that activities andprocesses involved in the scheme are adequatelyassessed and evaluated, and keeps up theenthusiasm for the participants.Co-ordinator’s personality plays a major part incontributing to the success of the scheme. Manyco-ordinators have told that their work has helpedthem see their student through new lenses andfrom an entirely different perspective. In addition,involvement in a peer support scheme providesan opportunity for co-ordinators to develop theirinstruction to better meet the needs of individualstudents. The relationship between a co-ordinatorand peer supporters is somewhat different to anormal teacher-student relationship. For youngpeople, the co-ordinator represents a reliableadult they can turn to for help and advice; anadult who is interested in their personal growth,gives positive feedback, and does not assess theirprogress numerically.To avoid misunderstandings, the co-ordinatorwill need to ensure that other members of thestaff are kept informed of peer supporters’meetings and other engagements. Another factorthat contributes to the scheme’s success andsustainability is that co-ordinators are not replacedevery year. This is something that must be kept inmind when introducing the scheme. In fact, someFinnish schools have co-ordinators who have beenactive for more than twenty years and still findtheir work important and stimulating.Working together prevents exclusionParticipation can only take place whenadults are sensitive to what young peoplesay and what they need. A co-ordinator mustbe patient enough to allow young peopleto come up with own ideas and define,plan and carry out activities – though it cansometimes be difficult not to push throughone’s own ideas.Watching young people grow anddevelop is a wonderful experience. The bestthing about processes that involve youngpeople is the genuine joy they get out ofthem. These activities can be enormouslyimportant for them, as they can involve newfriends and a boost for their confidence.Working together prevents exclusion andcan give a new direction for young people’slife.Young people have lots of new ideasand lots of energy. They must have properfacilities and other resources to put theirprojects into action. Involving youngpeople requires the support of our partnersand sponsors and an adult who bearsresponsibility for facilitating their activities.Tuula Lahti, teacher,peer support co-ordinatorSetting up Peer Support Programmes in Schools – a step-by-step Guide13

Peer supporterscan make a differencePeer supporters are volunteers who are willing toengage for other people and their community in apositive and constructive manner. Although peersupporters are not expected to demonstrate animpressive school record, they do need to have apositive attitude towards school and learning andan understanding of the school’s culture. In a way,peer supporters can be viewed as sorts of receiverspicking up weak and strong signals from theschool community. Peer supporters simply take aninterest in what is happening in their school. Theyact on the signals they receive and deal with a widerange of problems before they develop into a crisis.By promoting diversity and equality, peersupporters set an example to the entire schoolcommunity. Involvement in a peer supportprogramme allows students to become aware oftheir own prejudices, while at he same time helpingthem respect people with different cultures,beliefs, traditions, and languages. Although peersupporters do not have to be everyone’s bestfriends, they do have many of the qualities of agood friend such as honesty and reliability. Theyare easily accessible, willing to listen to otherstudents’ concerns and, when a referral shouldbe made, know where to seek more formal andprofessional help.Maintaining confidentiality is essential for thepractice of peer support and its appreciation.However, respecting confidentiality does notmean that confidential information may underany circumstances be disclosed: it means thatconfidential issues should never be told or repeatedto anyone outside the peer supporters’ group. Inaddition, peer supporters should be taught thatwith serious disclosures they are bound to referthe matter on to the co-ordinator or other seniormember of the staff.While various activities, such as theme days andcelebrations, play an important part in promotinga positive and supportive school ethos, they shouldnot be the main focus of the service: rather than onspecial occasions, peer support manifests itself inthe everyday workings of the school.14Setting up Peer Support Programmes in Schools – a step-by-step GuidePeer supporters sometimes become overenthusiastic and need to be reminded that they arenot responsible for eradicating all the problems intheir schools. As peer supporters often becomefriends with each other, there is also the risk thatthey begin to resemble an exclusive club. Shouldthis happen, the co-ordinator must be preparedto step in and bring the group back to its task. Insome cases, peer supporters can make themselvesguilty of bullying or ostracising. Clearly, a studentwho bullies others cannot be a peer supporter.The most important dutiesof a peer supporterHelping student bond with each otherCaring about other studentsBeing a “buddy”Being him or herselfInternational WeekAs peer students, we were involved in designing an International Week for our school.The idea was to introduce the students to internationality issues. Each day of the weekfocused on a different country, with a teamof peer supporters planning the content ofthe day. My team worked on Switzerland.In the morning of the SwitzerlandDay, we gave a short lecture on the rightsof young people in Switzerland over theschool’s PA system. We also had a quiz witha few easy questions on the country, its currency and languages, etc. At the end of theday, we hold a lottery to determine which ofthe students would be given the prize, Swisschocolate and cheese.Iida Vesterinen, peer supporter, aged 16Keuruu Comprehensive School

PART 2:Setting up peersupport schemesSetting up Peer Support Programmes in Schools – a step-by-step Guide15

Setting up peer support schemesIn many Finnish schools, the reasons for adoptingpeer support relate to bullying and efforts toreduce it by promoting a more caring school ethos.Other reasons include providing student a forumto express their views and simply vitalizing theschool’s everyday life. The initiative for setting up ascheme may come from the students, the staff, orthe parents/carers.Before designing and setting up the programme,the aims of the programme and commitment

What is a peer support scheme? s. 6 The aims of the scheme s. 6 Values guiding the practice of peer support s. 8 MLL s support for peer support programmes s. 10 Peer support and participation s. 12 The role of staff co-ordinator s. 13 Peer supporters can make a difference s. 14 PART 2: SETTING UP PEER SUPPORT SCHEMES s. 15