Abstract
Peer mediation is a popular way to manage conflict in schools. Typically, a school trains a small group (cadre) of pupils who offer mediation services to other pupils at break and lunchtime. The article examines research published in the last 10 years and concludes that this is likely to be a disappointing approach. The author argues, from the literature, that schools are more likely to reduce bullying and low-level disruption by making the study of conflict a central part of the curriculum of the school – for parents, for teachers and for pupils.
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