An investigation into whether the 'iceberg' system of peer mediation training, and peer mediation, reduce levels of bullying, raise self-esteem, and increase pupil empowerment amongst upper primary age children

This thesis evaluates the effectiveness of peer mediation programmes in 3 primary schools in Birmingham. It investigates whether the ‘Iceberg’ system of peer mediation training, and the setting up of a peer mediation service, can reduce bullying, and have an effect on the self- concept of Year 5 pupils. The literature review section of the study reviews existing literature concerning peer mediation, humanism in education (humanistic values underpin the mediation process) behaviour management in schools and bullying. These are all areas that are revisited as part of the empirical research. The empirical research has a quasi-experimental research design which uses both quantitative and qualitative analysis. The experiment was set up to answer the main research questions as objectively as possible, given the author’s existing wider involvement in this area of work. Pre-test and post-test measures include pupil questionnaires and interviews with teachers and headteachers. The positivist framework of the main experiment, however, proved to be somewhat restrictive in answering some interesting new questions which emerged as a result of the programme not being implemented as planned in 2 of the experimental schools. The findings suggest that peer mediation can be used as a strategy to reduce bullying and improve pupil feelings of empowerment and self-esteem provided it forms part of a wider strategy to empower pupils and improve their personal and social skills. The difficulties of carrying out an experiment in a school setting, however, make the results inconclusive and more research is recommended in order to understand the links between peer mediation, humanistic practices in the classroom, and the apparently central role of the headteacher