'Little robust evidence' of school peer support effectiveness
Neil Puffett
Wednesday, April 5, 2017
There is little evidence that peer support in schools has a positive impact on the mental health of young people taking part, a study commissioned by the Department for Education has found.
A research review conducted by an independent research firm found that, according to the small number of robust impact assessments that have been conducted there is "limited clear and robust evidence of effectiveness of one-to-one school-based projects".
However, the report does add that several studies indicate positive self-reported outcomes for young people who have been supported, in relation to increased happiness or wellbeing, improved self-esteem and confidence, and improved social skills or school behaviour.
The government has previously expressed its intention to boost provision of peer support in schools as part of efforts to improve mental health services for children and young people.
In October 2015 then childcare minister Sam Gyimah, who was also responsible for strengthening Department for Education links with child and adolescent mental health services (CAMHS), set up an advisory group to explore the key elements of effective peer mentoring programmes.
But the research report highlights a number of issues with the concept. These included peer support projects failing or not being sustained due to conflicting priorities in the school, lack of time, or an over-reliance on a single co-ordinator.
Another problem was low take-up of the scheme by pupils, which can be caused by a lack of trust in peer supporters among the pupil population. Low take-up was found to contribute to peer supporters potentially becoming disengaged.
The review also found that some programmes may have a negative impact on young people, with bullying projects potentially exposing children to others with experience of bullying who may inadvertently reinforce their attitudes and behaviours.
"There are also risks of exposing children to unsettling or overwhelming information about mental illness, particularly in programmes that address more serious mental health issues," the report states.
"This can best be addressed by ensuring sufficient support to peer supporters," it adds.
The report found that school peer support projects tend to be "universal", targeted at the wider school population, rather than being "targeted" at those with particular needs or conditions, and usually involves one of two approaches - sessions given to a group of pupils by older pupils, or sessions among a "peer group" led by trained moderators.
"Overall, the evidence indicates that different schemes have had varied levels of success, but that peer support programmes can potentially result in a range of positive outcomes for young people," the report states.
