# data[].attributes.body
We only managed 1 risk- sorry

# data[].attributes.body
I will have lunch together with my friend. Suggests afterschool clubs to join together.

# data[].attributes.body
I will meet my co-pilot outside of the school gates each morning so we can walk into the play ground together. Then meet them at the same place after school so we can talk about their day.

# data[].attributes.body
I will catch the bus everyday with my friend and text her if I cannot. We will check our timetables together to make sure we know where we are going and help each other out if we are lost. Each day after school, we will wait for each other in the same place ready to catch the bus.

# data[].attributes.body
Co-Pilot - Arrange to meet a friend each morning to walk to school together. I could check in with them at some point in the day - see how their morning was and that they had eaten? We could look around the school together and make sure we know which rooms we are needing to be in and they understand their timetable. My pledge- Positive affirmations!! pledge to myself that there is other people I can talk to if I feel worried. (Kate, Laura, Mandy, Jess)

# data[].attributes.body
I will arrange a place at break to meet my friend so we both know where we can find each other. I will talk to her so we can try and have packed lunch and school dinner on the same days so we have someone to go to the canteen with.

# data[].attributes.body
I will pledge to walk to school on the first day  with her.  We are not in the same class but I will pledge to meet her the first break and lunchtime to see how things are.
We will walk home together on the first day and discuss our days and timetables and see if we are in any classes together.
I pledge that she can call or text me if ever she is having a worry.

# data[].attributes.body
I will talk to my co-pilot every day to share and discuss any of our concerns. I pledge to walk to her house each morning so that we can catch the bus together. We will look at our timetables together to make sure that we know where we are both going and arrange where to meet at breaks and lunchtime. Each night we will meet by the school gate to catch the bus home together and discuss our day.

# data[].attributes.body
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.

# data[].attributes.body
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.

# data[].attributes.body
Below are the ideas collated from the zoom chat and further ideas from the Anna Freud toolkit:

No supervision

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

Covid absence

Lack of formal communication with staff and parents/carers

Breakdown in commitment

Facilitator workload/risk to own wellbeing

risk - lack of supervision, (not structured)

Parent/ Carer does not like advise a y-p gave their child

Mentors not working as a cohesive group

Too many mentees needing support

Time within the school day not being available

Mentor does not attend the sessions they say they will or/ and how to manage absence if it is a planned mentor/ mentee session

Mentor falling behind in school work due to commitments

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) Triggering information?

Covid - isolation, breaks in programme etc

Emotional toll on mentors if not supported well enough

Lack of boundaries

impact on mentor’s education - are they missing lessons, spending time preparing when they should be doing homework, distracted in lessons because thinking/worrying about their mentees
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/ Risk to own wellbeing

Programme Facilitator has insufficient time

Programme facilitator leaves or ends involvement in programme

Peer support programme develops a negative image in the school

Parents involving themselves in what has been disclosed between mentor/mentee

Older mentors acting inappropriately with much younger mentees - being unaware of boundaries.

Risk of friendship ruptures with transition

Not accessible spaces for CYP

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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?

# data[].attributes.body
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.

# data[].attributes.body
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.

# data[].attributes.body
Please add your name in the comments to mark your attendance :)

# data[].attributes.body
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 :-)