Meaning and sense of school mediation based on high school mediators’ views

Abstract

ABSTRACT

There is currently a growing level of interest in school mediation as a strategy to tackle school conflict and to improve living together. If we focus on peer mediators, the experience results in an increase in their positive leadership and an improvement of their social and emotional skills, while promoting altruism in different settings. However, there is little research on the impact mediation has on mediators. This article presents a study that aims to know the assessment of mediation by peer mediators from fourteen secondary schools (five in the province of Valencia, four in the province of Castellon and five in the province of Alicante). As a general hypothesis, we assume that this assessment by peer mediators will be highly positive, although there will be significant differences between the three provinces. To test our hypothesis we have compiled information on 223 students through an ad hoc questionnaire. A descriptive-inferential study shows the high level of agreement between the participating students rating mediation positively. Nevertheless, there is also room for improvement. It is necessary to train all peer mediators, to obtain the assessment of mediation from the faculty members, and to expand the role of mediation in other activities that can improve living together at school. Finally, satisfaction on mediation is overall lower in Valencia and Alicante, although in all three provinces this presents itself as an opportunity to learn.