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Considering your learning so far on safeguarding and supervision in school based peer mentoring, how do you feel about this element of this intervention?

Please add your feelings to the comments box.

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Apologies for the padlet link confusion!

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Apologies for the padlet link confusion!

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Morning everyone. I'm sorry for including an inaccurate link to the padlet for today. EMHP05 you are on the right page here!

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To support my knowledge of how to support you within this teaching, please share on the padlet your understanding of what your role within a Peer Support programme may be in education settings.

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Below are the ideas collated from the zoom chat and further ideas from the Anna Freud toolkit. ·

Mentors giving incorrect advice, disclosures

Mentors no longer want to take part in the program. Meaning mentees may not get an 'ending' to their support

Mentors-mentee power imbalance leading to potential bullying?

Breaking confidentiality

A successful and enthusiastic start to the programme but the support isn’t provided in the long-term?

Frequent changes to timetabling

Inadequate training/ lack of training

Not having someone to speak to about risk due to sickness/leave etc

Mentors not working as a cohesive group

Too many mentees needing support

Time within the school day not being available

In-group disagreements between mentors/ mentees and 'clickyness' deters mentees wanting to be involved

Not having a suitable space to facilitate program

Mentors age, capability and maturity (therapeutic alliance and skills)

Covid - isolation, breaks in programme etc

Emotional toll on mentors if not supported well enough

Lack of boundaries

Targeted CYP do not want to access programme

Disclosure not raised in supervision or to programme facilitator

Mentors being overwhelmed by emotional demands of programme

Programme Facilitator has insufficient time

Programme facilitator leaves or ends involvement in programme

Peer support programme develops a negative image in the school

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How can we gain the views of parent/carers in education settings?

Please add feedback to the padlet here and allocate  a spokesperson for the main room.

* Please note before surveying any members of a school community we will need to discuss this with the school prior to any activity of this kind.

Top tips:

have your rationale prepared

reference the evidence base in your pitch

what are the benefits?

who is doing what?

how is the survey distributed?

time/resources impact

what happens to the data/results?

potential next steps

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In your groups please select 1-2 potential risks and complete the risk assessment form attached below.
Once completed please save and upload to the padlet using the plus button feature and re-join the main room for feedback

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1. After reviewing the videos, what does Co-production mean to you?

2. How do you envisage this working in a school setting?

3. Are there any moral/ethical dilemmas or professional issues you think you may encounter?

4. What skills could you utilise to support facilitation rather than direction?

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Do you have any prior experiences or thoughts on co-production or co-design of services or interventions.

Please add these to the comments box.

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You can add your hypothetical pledge in the comments or add a new box by clicking on the '+' button on the bottom right of this webpage.

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Please add your name in the comments to mark your attendance :)

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Welcome to Peer Mentoring Day 2!

This content is from within Module 5 which looks at "Common Problems and Processes in Education Settings" and is the first of two sessions on Peer Mentoring.

Today we'll be exploring the findings of the Ecorys evaluation report, enhancing your awareness of how to critically evaluate peer support programmes and explore ways within your role that could support the implementation of a peer mentoring programme.

If you would like to contact me directly about any of this content please feel free to email me on k.stewart4@exeter.ac.uk

Thank you :-)