1. What are the area of strengths?

2. What is their impact on student needs and well-being?

3. How can we leverage them to support and enhance student needs and well-being?

1. What are the concerning trends?

2. How might these trends be affecting student outcome and experiences?

3. What might be the long-term consequences if they are not addressed?

1. What are some of the contradictory findings?

2. What underlying factors could be contributing to these contradictions?

3. How can we better understand the discrepancies?

Impact:

- Encourages inclusivity and reduces social isolation.
- Fosters understanding and respect among peers, reducing conflicts and bullying.

Follow-up:

- Peer Mediation Programs: Train empathetic students to help resolve conflicts.
- Empathy-Based CCE Curriculum: Use role-playing and storytelling to develop emotional intelligence.

Impact:

- Provides psychological safety and trust, encouraging students to seek help early.
- Helps in early intervention for peer conflicts and bullying.

Follow-up:

- Train Teachers in Proactive Peer Conflict Mediation: Equip them with strategies to spot and resolve peer relationship issues early.
- Teacher-Led Small Group Check-ins: Conduct structured well-being check-ins and peer bonding activities.

Impact:

- Increased anxiety and social withdrawal, leading to emotional distress.
- Fear of being targeted online, resulting in lower self-esteem and trust issues.
- Students may avoid online platforms meant for learning and collaboration.

- Rise in Parents reporting of bullying cases on social media with public opinion gaining traction.

Follow-up:
- Help Seeking: how do we create a reporting system so that students are less hesitant to seek help or report issues.
- Guard against potential rise in school absenteeism due to fear of peer victimization.

Impact:

- Isolated students struggle with a lack of belonging, leading to low self-esteem and possible disengagement.
- Cliques reinforce exclusivity, peer pressure.

Long Term Consequence:

- Increased risk of LTA due to lack of meaningful social connections.
- Students may struggle with forming healthy relationships later in life.

Why:

- PSLs may be more event-focused rather than being actively trained in peer intervention strategies.
- Some students may not view PSLs as approachable or equipped to help with deeper personal issues.

What next:

- Review and redefine PSL roles with & do a needs analysis on skills required e.g. peer mediation, conflict resolution.
- With stronger understanding of PSLs over the year (either in Primary/Secondary school), conduct student feedback surveys to understand what students expect from PSLs based on their prior knowledge/exposure.
- Improve PSL outreach through more informal peer check-ins, rather than just during events.

Why:

- Teachers may be supportive, but not fully aware of peer conflicts happening outside the classroom (e.g., in social media, CCAs, or informal spaces).
- Students trust teachers but prefer not to disclose peer issues, choosing instead to cope alone.
- Counseling support may be reactive rather than preventive, only addressing issues after escalation.

What next:

- Encourage anonymous reporting or peer surveys on friendship struggles and hidden tensions.
- Train teachers in early peer conflict detection strategies (e.g., recognizing social withdrawal, exclusion patterns).