Peer Leadership Guide PDF

PEER
LEADERSHIP
Helping Youth Become Change
Agents in Their Schools and
Communities
A resource for empowering youth to become role models

in confronting bias-motivated harassment
PARTNERS AGAINST HATE PEER
LEADERSHIP: HELPING YOUTH
BECOME CHANGE AGENTS
IN THEIR SCHOOLS AND
COMMUNITIES
PEER LEADERSHIP: HELPING YOUTH BECOME CHANGE
AGENTS IN THEIR SCHOOLS AND COMMUNITIES
July 2002
This guide was produced by Partners Against Hate under Cooperative
Agreement #2000-JN-FX-K005, a grant jointly funded by the U.S. Department of
Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP), and the
U.S. Department of Education, Safe and Drug-Free Schools Program.
Points of view or opinions expressed in this document are those of the authors
and do not necessarily represent the official positions or policies of OJJDP.
Written by Lorraine Tiven, Director of Peer Education

Anti-Defamation League
19 Aviation Road, Suite 22
Albany, NY 12205
Tel. (518) 446-0038
Fax: (518) 446-0048
Photos on cover copyrighted by Comstock Images.
The text of this document is in the public domain. Authorization to reproduce

this document in whole or in part is granted except for those sections that
specifically state that the information is copyrighted. In such cases, you must
request permission from the source indicated to reproduce that particular piece of
material.
At the time of this publication’s printing, all Web site addresses were accurate and
provided material that was, in the judgment of Partners Against Hate staff, appropriate
for all audiences. Partners Against Hate is not responsible for future changes to any Web
sites and does not endorse any Web sites identified other than its own.
Partners Against Hate is a collaboration of the Anti-Defamation League, the

Leadership Conference on Civil Rights Education Fund, and the Center for the
Prevention of Hate Violence.
Contact information:
Partners Against Hate

c/o Anti-Defamation League
1100 Connecticut Avenue, NW, Suite 1020
Washington, DC 20036
Tel: (202) 452-8310
Fax: (202) 296-2371
Email: [email protected]
Web site: www.partnersagainsthate.org
Printed in the United States of America

ACKNOWLEDGEMENTS
The Partners Against Hate Peer Leadership: Helping Youth Become

Change Agents in Their Schools and Communities represents a
collaborative effort of the Anti-Defamation League (ADL),
National Chair, Glen A. Tobias and National Director, Abraham H.
Foxman, the Leadership Conference on Civil Rights Education
Fund (LCCREF), Executive Director, Karen McGill Lawson, and the
Center for the Prevention of Hate Violence (CPHV), Director,
Stephen L. Wessler. This guide is part of a series of resources
developed under Partners Against Hate, a project funded by the
U.S. Department of Justice, Office of Juvenile Justice and
Delinquency Prevention and the U.S. Department of Education,
Safe and Drug-Free Schools Program.
Lorraine Tiven, Director of Peer Education for the Anti-Defamation

League, was responsible for the research, resource compilation,
and writing of this publication. Ellen Hofheimer Bettmann,
Director of Training and Resources for the Anti-Defamation
League, served as primary editor. Special thanks to Sandy Nevens,
member of the Partners Against Hate advisory group, and his
group of remarkable students from Auburn Middle School in
Auburn, Maine for piloting the Partners Against Hate Student Peer
Leaders Workshop and providing helpful feedback. Recognition is
given to Stephanie M. McClure, graduate intern in the ADL’s DC
Office, who provided invaluable research assistance and gathered
information on model programs to share with readers, and Jewel
Nesmith of the ADL for the format and design of the guide.
PEER LEADERSHIP: HELPING YOUTH BECOME CHANGE AGENTS IN THEIR SCHOOLS AND COMMUNITIES Page iii
PARTNERS AGAINST HATE
Partners Against Hate represents a joint effort by change hate-related behaviors in ways never
the Anti-Defamation League (ADL), the before imagined.
Leadership Conference on Civil Rights Education
Fund (LCCREF), and the Center for the In addition, Partners Against Hate blends an
Prevention of Hate Violence (CPHV) to design array of existing organizational resources with
and implement a program of outreach, public new programs and initiatives that enhance
education, and training to address youth-initiated understanding of promising practices to address
hate violence. Funded by the U.S. Department of hate violence in all segments of the community.
Justice, Office of Juvenile Justice and Delinquency The Partners’ extensive networks of contacts
Prevention and the U.S. Department of allow for the broad distribution of resources and
Education, Safe and Drug-Free Schools Program, information designed to address youthful hate
Partners Against Hate features an innovative crime. Further, the Partners’ professional
collection of both on- and offline resources and experiences allow diverse perspectives to be
support to a variety of audiences, including shared and ensure the fullest range of input,
parents, educators, law enforcement officials, and participation, and strategic coordination of
the community at large. resource materials.
The primary goals of Partners Against Hate are as

follows: Anti-Defamation League (ADL)
n To increase awareness of the problem of bias The ADL stands as the leading source of current
crime. information on hate incidents and on
n To share information about promising recommending effective counteractive responses.
education and counteraction strategies for The League’s model hate crimes statute has been
the wide range of community-based enacted in 45 States and the District of Columbia,
professionals who work and interact with and ADL conducts hate crime seminars at local
children of all ages. law enforcement training academies in a number
of States. On the national level, ADL provides
n To help individuals working with youth hate crimes seminars to law enforcement
better understand the potential of advanced authorities, educators, attorneys, and community
communications technologies to break down groups on effective strategies to identify, report,
cultural barriers and address bias. and respond to hate violence.
Partners Against Hate coordinates its individual

organizational experiences and broad-based
networks to promote awareness of promising Leadership Conference on Civil Rights
techniques to prevent, deter, and reduce juvenile Education Fund (LCCREF)
hate-related behavior. A key component of this
effort is the inclusion of technology-based LCCREF has extensive experience and expertise
communications advances – namely the Internet in developing strategies and methodologies for
– which have the ability to provide individuals reducing prejudice and promoting intergroup
and organizations interested in preventing understanding within groups and organizations,
juvenile hate crime with the tools to educate and including schools, neighborhoods, and the
Page iv
workplace. LCCREF enjoys a close relationship
with the Leadership Conference on Civil Rights
(LCCR), the nation’s oldest and most broadly
based civil rights coalition. Within this broad
coalition, LCCREF is widely regarded as a leader
with respect to its ability to leverage the power of
technology to advance social change.
Center for the Prevention of Hate Violence

(CPHV)
CPHV develops and implements prevention

programs in middle and high schools, on college
campuses, and for health care professionals.
CPHV’s workshops and programs provide both
adults and students with an understanding of the
destructive impact of degrading language and
slurs, and with practical skills to effectively
intervene in ways that model respectful behavior.
PEER LEADERSHIP: HELPING YOUTH BECOME CHANGE AGENTS IN THEIR SCHOOLS AND COMMUNITIES Page v
TABLE OF CONTENTS
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii
Partners Against Hate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
SECTION ONE. INTRODUCTION TO THIS GUIDE . . . . . . . . . . .1

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Audience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
SECTION TWO. THE NEED FOR PEER LEADERSHIP PROGRAMS .3

Tomorrow’s Leaders . . . . . . . . . . . . . . . . . . . . . . . . .3
The Current Climate in U.S. Schools . . . . . . . . . . . . . .4
The Downward Trend in School Violence . . . . . . . . . . . . . . . . . . .4
The Reality Behind the Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Evidence of Bullying, Harassment, and Other Bias Behaviors . . .5
From Targets to Aggressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Propensity Toward Escalation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
The Relationship Between Bullying and Prejudice . . . . . . . . . . . .6
Intervening in Incidents of Bias . . . . . . . . . . . . . . . . . . . . . . . . . . .7
The Problem of Peer Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Providing Support to Targets of Bullying and Harassment . . . . .8
The Need for Improving School Climate . . . . . . . . . . . .9
The Role of Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
The Role of Parents and Adult Family Members . . . . . . . . . . . .10
The Role of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
The Power of Peer-to-Peer Education . . . . . . . . . . . . . . . . . . . . . .11
SECTION THREE. PEER LEADERSHIP PROGRAM

IMPLEMENTATION . . . . . . . . . . . . . . . . . . . . . .13
What Are Peer Leadership Programs? . . . . . . . . . . . . .13
Goals of Peer Leadership . . . . . . . . . . . . . . . . . . . . .13
Components of Successful Programs . . . . . . . . . . . . .14
Who Are Potential Peer Leaders? . . . . . . . . . . . . . . . .16
Research on Peer Leadership Programs . . . . . . . . . . .16
What Students Have to Say About Peer Leadership . . .17
PEER LEADERSHIP: HELPING YOUTH BECOME CHANGE AGENTS IN THEIR SCHOOLS AND COMMUNITIES Page vii
Guidelines for Implementing a Peer Leadership Program 18
Initial Planning: the Steering Committee . . . . . . . . . . . . . . . . . . .18
Conducting a Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . .18
Establishing Initial Program Goals and Objectives . . . . . . . . . . .18
Exploring Options and Selecting a Program Model . . . . . . . . . . .19
Securing Necessary Resources and Building a Coalition of
Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Identifying Program Coordinator . . . . . . . . . . . . . . . . . . . . . . . . .20
Determining a Process for Selection or Recruitment of Peer
Leaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Creating a Proposed Structure for the Program . . . . . . . . . . . . .21
Initial Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Peer Leadership Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Peer-Directed Goals and Activities . . . . . . . . . . . . . . . . . . . . . . . .23
Opportunities to Practice Leadership Skills . . . . . . . . . . . . . . . . .23
Measuring Success . . . . . . . . . . . . . . . . . . . . . . . . .23
Being a Leader Outside the Classroom . . . . . . . . . . . .24
Recommended Resources . . . . . . . . . . . . . . . . . . . . .25
SECTION FOUR. PEER LEADERSHIP PROGRAMS . . . . . . . . . . . .27

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Determining Which Peer Leadership Program is Right
for Your School or Youth Organization . . . . . . . . . . . . .27
Sample Program Descriptions and Contact Information .28
SECTION FIVE. THE PARTNERS AGAINST HATE PEER

LEADERSHIP MODEL . . . . . . . . . . . . . . . . . . . .45
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
The Peer Leadership Model and Component Pieces . . .45
Training-of-Trainers Program . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Peer Leadership Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Student Peer Leaders Workshop Annotated Agenda . . . . . . . . . .47
Online Resources and Support . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Sustaining the Peer Leadership Program . . . . . . . . . . .48
Recognition and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Sharing the Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
School-Wide Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Addressing Concerns . . . . . . . . . . . . . . . . . . . . . . . .49
Ongoing Assistance . . . . . . . . . . . . . . . . . . . . . . . . .49
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . .50
Page viii Table of Contents

SECTION ONE
INTRODUCTION TO THIS GUIDE

Now, more than ever, Americans must work together to counter the racism,
bigotry, discrimination, and intergroup violence that pose significant threats to the
full participation of all Americans in a democratic society.
- www.partnersagainsthate.org
OVERVIEW schools. A rationale is presented for using

peer leadership programs as one effective
The Partners Against Hate Peer Leadership: Helping strategy to respond to the lack of respect and
Youth Become Change Agents in Their Schools civility that can lead to conflict and is the root
and Communities provides educators, law of many incidents of school violence.
enforcement personnel, parents, and other family
and community members with information and
resources for establishing peer leadership n Peer Leadership Program Implementation –
programs in secondary schools and youth service includes an introduction to peer leadership
organizations that give students the skills and and includes suggested program goals,
confidence to stand up for civility in their schools strategies for identifying potential peer
and communities and to become role models in leaders, and general guidelines for
confronting bias-motivated harassment. implementing peer leadership programs in
secondary schools and youth service
organizations.
AUDIENCE
n Peer Leadership Programs – provides a
The guide is designed as a resource for sampling of the wide variety of peer
individuals and groups interested in involving leadership programs offered by organizations
and empowering youth in organizational efforts throughout the country and includes contact
to prevent bias-motivated behaviors and hate information to learn more about these
crimes. programs.
n The Partners Against Hate Peer Leadership

CONTENTS Model – provides a detailed description of the
Partners Against Hate Peer Leadership
Model and explains how to contact trainers
In addition to this Introduction, Peer Leadership:
who can provide additional information on
Helping Youth Become Change Agents in Their
implementing the Partners Against Hate
Schools and Communities includes the following
program at schools and youth organizations.
sections:
n The Need for Peer Leadership Programs –

provides a snapshot of the current climate in
our nation’s schools and includes the latest
statistical information about students’
experiences with bullying and other bias-
motivated behaviors, and violence in their
PEER LEADERSHIP: HELPING YOUTH BECOME CHANGE AGENTS IN THEIR SCHOOLS AND COMMUNITIES Page 9
SECTION TWO
THE NEED FOR PEER LEADERSHIP

PROGRAMS
TOMORROW’S LEADERS
Beyond the horizon of time is a changed world, very different from today’s world.
Some people see beyond that horizon and into the future. They believe that dreams
can become a reality. They open our eyes and lift our spirits. They build trust and
strengthen our relationships. They stand firm against the winds of resistance and
give us the courage to continue the quest. We call these people leaders.
- from The Leadership Challenge by

James M. Kouzes and Barry Z. Posner
The 21st Century presents humanity with students do demonstrate leadership ability, the
challenges never before faced. The increasing criteria for election to these positions is often
threat of terrorism, environmental concerns, the aligned with popularity, attractiveness, or sense
proliferation of nuclear and biochemical of humor. An exploration of the true qualities of
weapons, and the impact of globalism are all leadership encourages leadership opportunities
issues that demand inspired leadership. In all that reach a broader range of students. Although
realms of human experience and endeavor – not inclusive, the following list provides a good
education, business, economics, law enforcement, starting point for a consideration of key abilities
community relations, science, medicine, domestic and practices of effective leaders (Kouzes and
and international affairs, religion, civil and Posner, 1995):
human rights, the arts, communication, and
diplomacy – there exists a need for leaders who n challenging the process
can motivate and inspire others to create and
n inspiring a shared vision
build new visions for the future.
n enabling others to act
Those men and women who will be the leaders of
n modeling the way
tomorrow now travel the hallways of our nation’s
schools. They may or may not be recognized by n encouraging the heart
their teachers as leaders. They may or may not
have opportunities to develop their leadership
skills. They may or may not ever fulfill the Engaging in the process of leadership
potential they now carry within them. To do so, development has both long-term and immediate
they will need opportunities to learn and practice benefits to schools and their communities. In the
leadership. long-term, by acknowledging their role in
providing leadership education, schools and
Opportunities for leadership development are communities can provide experiences that ensure
available to students in most of our nation’s the development of leaders for the future. In the
schools, but participation in these programs is present, the learning and practicing of leadership
often limited to positional leaders – those youth skills by students has the potential to impact
who lead student government, sports teams, and school and community cultures in positive,
extracurricular clubs. While many of these measurable ways. Student leaders can and do
take action in response to some of the concerns students, their families, and in classroom
that affect the educational experience for many teachers. Schools responded to these concerns
students, including bullying, harassment, and with new security measures, increased presence
peer conflicts. In doing so, students demonstrate of law enforcement personnel, and the
their abilities to be powerful resources to schools development and implementation of
to influence peer attitudes and behaviors, and to comprehensive plans and strategies to prevent
be agents of positive change. school violence.
The Downward Trend in School Violence

THE CURRENT CLIMATE IN U.S.
SCHOOLS A number of national reports issued by the U.S.
Departments of Justice and Education and by
The safety of our nation’s schools has been an national non-governmental organizations
issue of great public interest for several decades. p rovide detailed statistical information to
Beginning in the early 1980s, support that schools are
levels of school violence steadily becomingly increasingly safe
increased until 1993, when levels (Indicators of School Crime and
People just don’t
of violence, crime, and related Safety, 2001; Annual Report of
behaviors in schools were understand what it’s like to School Safety, 2000; Youth Violence:
described as being “epidemic” be insulted day after day. It A Report of the Surgeon General,
in proportion. In response, really gets to me and the 2001; National Study on
the U.S. government and teachers do nothing to stop Delinquency Prevention in Schools,
educational communities have 2000, Gottfredson et al.).
it. Sometimes they’re just
worked to develop strategies to
make schools safer places. The
not around when it The findings of these reports
U.S. Department of Justice, happens, but when they are include:
Bureau of Justice Statistics and around, they usually just
the U.S. Department of walk by. n a 42 percent reduction in the
Education, National Center for number of high school
Education Statistics, developed a students who reported
- 10th grade student
series of indicators to measure carrying a weapon on school
levels of school violence and property in the previous 12
students’ perceptions of their months.
I was late leaving school
own safety while at school.
Published annually, the Indicators after practice and no one n a decrease in all non-fatal
of School Crime and Safety, 2001 was really around. As I crimes against students on
(www.ojp.usdoj.gov/ walked across the school school grounds from 144 per
bjs/abstract/iscs01.htm) parking lot, a car of white thousand in 1992 to 92 per
confirmed that levels of school thousand in 1999.
kids from my school drove
violence and crime and the
presence of weapons in schools in and started circling
n a decline in thefts at school
have consistently decreased over around me with their car. from 95 per thousand in 1992
the past decade. Students report They had the window down to 58 per thousand in 1998.
they are feeling safer at school and were yelling out racial
and statistics confirm that
slurs. I wouldn’t have been n a decline in the percentage
schools are one of the safest
scared, but there were five of students who report one
places for young people.
of them and only one of me. or more places at school as
unsafe, down from 9 percent
The rash of tragic school
in 1995 to only 5 percent in
shootings of recent years created - 12th grade student 1999.
a renewed sense of fear in
Page 12 The Need for Peer Leadership Programs

The Reality Behind the Statistics
Despite the promising statistics in reports issued by the U.S. Departments of Justice and Education and
others, some key indicators have remained somewhat unchanged and it could be argued that even those
that have declined remain at unacceptable levels.
The daily reality behind these statistics is that:
n 1 in every 10 students is threatened or injured with a weapon at school each year.
&
FA C T S n 1 out of every 10 middle school students has been bullied at school during the last
six months.
n 1out of every 14 students carries a weapon to school one or more days each
month.
n 1in every 8 students was the target of hate-related words in the previous six
FIGURES months.
n 1 in every 3 students saw hate-related graffiti at school in the previous six months.
The numbers of students who report being injured or threatened with a weapon on school property has
been fairly consistent over the past decade. The actual number of arrests of young people for assault has
also remained unchanged.
Evidence of Bullying, Harassment, and (hitting, kicking, spitting, pushing, taking

Other Bias Behaviors personal belongings), verbal (taunting, malicious
teasing, name-calling, making threats), and
Numerous incidents of harassment, bullying, psychological (spreading rumors, manipulating
threats, and even physical harm do not reach the social relationships or engaging in social
attention of the school administration or law exclusion, extortion, or intimidation).”
enforcement community, because the behaviors
are not criminal activities. A clearer and more Although the phenomenon of bullying is not new
complete picture of the current climate of our and appears to be fairly common in schools
schools is obtained by surveying students directly worldwide, bullying began to receive increased
about their own behaviors and experiences. attention in the U.S. following incidents of school
Student reports indicate that 1 in 20 students violence that have dominated the news in recent
experience fear of being attacked or harmed at years. From pioneering research on bullying in
school and avoid certain places at school to the 1990s by Norwegian social scientist Dan
protect their safety, and 1 in 10 students Olweus to the most recent research done in the
experience being bullied over the course of the U.S., there is shared concurrence that educational
school year by one or a group of their peers institutions can best address these behaviors
(Indicators of School Crime and Safety, 2001). through ongoing, comprehensive plans that
include both intervention and prevention
A U.S. Department of Justice, Office of Juvenile strategies.
Justice and Delinquency Prevention (OJJDP) Fact
Sheet, “Addressing the Problem of Juvenile A number of studies conducted in the U.S. in
Bullying” (June 2001) describes bullying as being recent years provide a clear picture of the daily
a variety of negative behaviors that are repeated experiences of young people with bullying. The
over time and that involve “a real or perceived National Institute of Child Health & Human
imbalance of power, with the more powerful Development funded an independent study that
child or group attacking those that are less gathered data from more than 15,000 middle
powerful. Bullying can take three forms: physical and high school students in the U.S. About 1 in
every 3 students reported moderate or frequent hurt me.” The reality is that names can and do
involvement in bullying behaviors, with 13 hurt people every day. A definition of school
percent involved in bullying other students, 11 violence that includes only fights or other acts of
percent as the targets of these behaviors, and 6 physical aggression An expanded
percent involved at different times in both of minimizes the possible definition of violence
these roles (Nansel, et al., 2001). long-term damage done should include any
by chronic bullying and act of intentional or
other bias-motivated malicious harm
From Targets to Aggressors behaviors. When a school toward others. All
community passively bias-motivated
Although the impact of being victimized by accepts these behaviors behaviors contribute
chronic bullying will vary from student to by failing to actively to the development of
student, it is probable that for some students, the intervene, it may not be hostile environments
results can be devastating. A study funded by the long before increasingly that threaten the
U.S. Secret Service in 2000 reported that two- intolerant behaviors ability of students to
thirds of the students involved in school become more prevalent. learn.
shootings in the past few decades reported they
had been bullied by other students on a regular In a 1997 analysis of violence among middle
basis. Not every student who is bullied will school and high school students, Daniel
resort to violence, but for those students who do Lockwood found that school-based violence
act out aggressively against their victimizers, usually starts with seemingly minor actions that
common denominators continue to appear. Even escalate to more serious outcomes. Lockwood
if victims of bullying do not respond with found that although students may not intend
violence, it is probable that their educational violent outcomes, both students acting as
experience is fraught with fear, anxiety, and aggressors and those who are victimized suffer
unhappiness. The effects extend far beyond the the consequences. Lockwood’s study indicated
students actively engaged in bullying or being that violence as a method of settling conflicts is
bullied, reaching countless other young people widely accepted by students, but that
who are passive bystanders. An educational intervention in the early stages of a conflict is
environment that is disrespectful, intimidating, or effective in preventing escalation to more serious
unfair affects everyone. violence (Lockwood, 1997).
When the anti-social behaviors of young children

are not addressed in a timely manner, parents and The Relationship Between Bullying and
teachers have missed important teachable Prejudice
moments in the lives of young people. When
concerned adults recognize these moments and Prejudice can be defined as prejudging or making
use them to reinforce respect and understanding, a decision about a person or group of people
such actions contribute to children’s overall without sufficient knowledge. Prejudicial
positive social development and ultimately, to the thinking is often based on stereotypes. Similarly,
betterment of our communities. Ignoring these the thinking that motivates the behaviors
important opportunities contributes to the described in this guide as “bullying” is often
normalization of biased behaviors, may formed without sufficient knowledge and is
exacerbate the pain motivating the bullying based on stereotypes. Many common threads
child’s conduct, and could reinforce further connect the development of prejudicial attitudes
violent or anti-social behaviors. and bullying behaviors. In both bullying and
bias-motivated behaviors, there are real or
perceived power differentials between students
Propensity Toward Escalation who taunt, harass, and bully others and the
targets of their actions. Targets are often selected
An old nursery rhyme says that “sticks and and singled out based on a certain aspect of their
stones will break my bones, but names can never identity over which they have little or no control.

An insider/outsider framework is created where motivate students’ willingness and success in
students who don’t conform to some arbitrary intervening on behalf of other students. Within
standard are treated unfairly because of some this environment, an anti-bias educational
characteristic of their identity. Students who are process that includes curricular strategies and
targets of bullying are typically ridiculed, targeted leadership development activities
isolated, or harassed on the basis of physical provides students with opportunities to develop
characteristics, such as strength or size; abilities, and practice skills in intervening to interrupt
such as athletic or social skills; or other bullying. Among the various strategies
characteristics, such as socioeconomic class or developed by schools, peer education has played
perceived sexual orientation. a promising role in changing the attitudes and
behaviors that can lead to bullying and hate-
Both bullying and prejudice arise from patterns of motivated behaviors.
thinking where others are judged on the basis of
perceived differences. When these patterns of
thinking and behaving are unchallenged, they
can become ingrained, guiding one’s interactions
The Problem of Peer Influence
over time. What began as bullying a peer who
seemed smaller and weaker may play a role in the For many students, school violence, harassment,
development of intolerant ways of thinking about name-calling, and bullying create educational
experiences characterized by fear, frustration,
others based on differences in gender, sexual
unhappiness, and isolation. Although some
orientation, ethnicity, or race.
educators may be uncertain about how to best
react in bullying situations, most will readily
intervene when they witness students taunting
Intervening in Incidents of Bias
others on school grounds. An important reality,
however, is that bullying tends to occur during
Intervening with students who are engaging in
those times when teachers or other adults are not
bias-motivated behaviors can be described as a
present, in the hallways and cafeterias of schools,
two-part process that includes both direct
outside on the school grounds before and after
(reactive) and indirect (preventative) strategies:
school, and on community streets and
neighborhoods.
n Indirect intervention includes developing
strategies that promote an educational
The difficulties created by this lack of adult
environment that is respectful, equitable, and
presence are compounded by the reality that
fair. Strategies include the development,
students targeted by bullying or harassment
review, and/or revision of school harassment
rarely report the occurrence to any adult. In a
policies, integration of relevant
survey of secondary students conducted in 1996,
multidisciplinary curricular content, and a
educator Sonia Sharp found that 50 percent of
range of formal and informal communication
students indicated they would not tell an adult if
strategies that promote respect and civility.
they were bullied by another student and if they
talked to anyone, it would more likely be a peer.
Sharp explains that teachers are often unaware of
n Direct intervention includes providing
the extent of the problem, concluding that the
members of the school community with
“deliberate obscuring of bullying behavior from
training and support to effectively intervene
adult awareness keeps it embedded in the peer
in incidents of bullying and harassment,
culture” (Sharp, 1996).
which includes understanding guidelines for
seeking assistance, when necessary.
These environmental characteristics of bullying
indicate that peer interventions may be among
Consistent efforts to build awareness that the most effective strategies for addressing
bullying and other bias-motivated behaviors will students’ bias-motivated behaviors. Sharp found
not be tolerated contributes to the development that when peers do intervene with some
of educational environments that support and consistency, even with simple verbal challenges,
such as “leave her alone” or “ignore them and In the case of bullying and harassment, the
come and play with us,” their actions are effective dynamics of the peer group causes most students
in stopping the bullying and over time, can to form their reactions and responses based on
change the educational environment to one of their perceptions of other
In a climate where
increasing respect and acceptance. bystanders, a finding that
bullying behaviors
holds great significance
become the “norm,”
However, there can be pressure not to intervene for educators. Although
students can become
within peer groups. Students may fear retaliation students can be effective
desensitized to the
or lack the confidence or social skills necessary to in intervening, they may
experiences of others,
challenge biased-motivated behaviors in their not have the natural
as educators become
peers. When these incidents occur, students inclination or social
increasingly
involve themselves to greater or lesser degrees in support to do so in the
concerned over the
roles that range from passive bystander to active typical group situations
lack of respect and
supporter of bullying behaviors. Student where bullying and
civility among
bystanders can unknowingly communicate harassment occur. These
students.
support for bullies by remaining silent or by realities can contribute to
walking away. By participating in avoidance or school climates that are conducive to name-
social exclusion of peers who are frequent targets, calling, harassment, and bullying.
students can contribute to the normalization or
acceptance of behaviors like bullying and name- The U.S. Department of Education and the
calling. Students’ passivity, manifesting in either National Association of Attorneys General 1999
ignoring biased behaviors or by being friendly publication Protecting Students from Harassment
and cooperative with peers who engage in and Hate Crime recommends educating students
harassing others, contributes to the social about harassment and discrimination and
acceptance of bullying. Those students who join involving students in prevention activities as
in as active participants, encourage bullying crucial activities in establishing a climate that
behaviors in others through their verbal support deters harassment and supports positive
or by shielding the behaviors from adult responses to diversity (www.ed.gov/pubs/
awareness (Sharp, 1996). Harassment). Although students may not have
the natural inclination or skills to intervene, the
Because bullying and harassment involve an tendency for incidents of bias, harassment, or
expression of power over another student viewed bullying to occur in peer group situations outside
as being weaker, youth who engage in these the influence or awareness of adults, means that
behaviors are often reinforced by the presence of peers are a powerful and often underutilized
members of their peer group. The consistent resource for intervention available to schools.
presence of a bystander group of varying size can When students come face to face with intolerance,
create a dilemma for some students who might they are generally motivated to take action, but
want to intervene, either by challenging the without opportunities to understand the impact
perpetrators or offering support to the targets. of these behaviors on the whole school
community and to develop and practice
This dynamic was demonstrated over three intervention skills, they are unlikely to do so.
decades ago by two psychologists who conducted
a series of experiments that confirmed that when
individuals are part of a group, they are far less Providing Support to Targets of Bullying
likely to come to the aid of others than when they and Harassment
are alone (Latane and Darley, 1970). The study
involved a series of staged emergencies designed Bullying behaviors, regardless of whether they
to measure how quickly bystanders would offer are psychological or physical in nature, create a
assistance to someone in need. Latane and Darley pattern of harassment that can have deep and far
discovered that people in a group would come to reaching effects (Batsche & Knoff, 1994; Olweus,
the aid of another person 53 percent of the time as 1993). Studies suggest that students who are
compared to 75 percent of the time when a chronically victimized by bullies, show an
bystander witnessed an incident alone. increased risk for depression, poor self-esteem,

and other social, emotional, and behavioral the direct and indirect interventions as described
problems that can seriously affect their ability to on page 15. Schools have the potential to exercise
learn. Studies have established, for example, that leadership in addressing this challenge because
students targeted by bullies have a higher they are the first and often primary agency to
incidence of Attention Deficit Disorder and reflect changes in U.S. demographics, and these
schizophrenia than students who are not bullied. changes, in the absence of skilled intervention,
Rather than being causative, the implication in can lead to increased tensions (Parker, 1995).
these cases is that students already facing serious
challenges are often the same ones targeted by the Although school shootings, arson, and other
bullying behaviors of other students. sensational acts attract headlines, many
researchers and practitioners are equally
Students who are targets of bullying behaviors concerned by the much more commonplace
can feel isolated and are often in need of precursors of violence that occur on almost every
counseling and support services at school. At school campus in the country. These are the more
times, a collective assessment by educational subtle and more prevalent verbal threats,
professionals may indicate counseling or other personal put-downs, harassment, and neglect
therapeutic services to assist students who have that injure many young people in an unrelenting
been relentlessly victimized by bullying and manner.
harassment. Support can be communicated
through consistent enforcement of school policies An educational environment that tolerates these
relating to harassment and bullying and through behaviors exemplifies the “Broken Windows
efforts to exercise uniform disciplinary actions. Theory” described in Malcolm Gladwell’s book,
Because peers are most often present when The Tipping Point. This theory, originally
bullying occurs and are the most likely confidants developed by criminologists James Q. Wilson and
of one another, they can also be providers of George Kelling, provides an explanation for the
support to one another, transforming an powerful relationship that can exist between
otherwise intolerable situation for some students seemingly insignificant occurrences and serious
into one that is more manageable. concerns. Gladwell explains that “if a window is
broken and left unrepaired, people walking by
Peer pressure is a powerful force in the lives of will conclude that no one cares and no one is in
young people. Although peer influence is often charge. Soon, more windows will be broken, and
associated with the learning of negative a sense of anarchy will spread from the building
behaviors, peers have also demonstrated the to the street on which it faces, sending a signal
ability to influence one another in positive ways. that anything goes” (Gladwell, 2000). This
Peers can be supportive allies to other students by theory provides a useful analogy with relation to
communicating empathy and acceptance, and bullying, harassment, and the potential for their
expressing their disapproval of bullying. Because escalation to more serious acts of violence.
students victimized by bullying behaviors Allowing name-calling, taunting, rumor-
typically share their feelings and concerns with spreading, and other low-level bias behaviors to
peers, the establishment of a network of trained stand unchallenged communicates that “no one
peer counselors who provide support to victims cares and that anything goes,” and the resulting
can deter the escalation of bullying into more environment does little to deter the escalation of
serious acts of violence. hate.
The Role of Educators

THE NEED FOR IMPROVING SCHOOL
CLIMATE The multiple demands on the current educational
system often result in school communities not
To effectively respond to hate crimes involving addressing bullying behaviors until a serious
youth, schools and their communities require a incident coalesces attention and support.
coordinated strategy that includes a balance of Reactive strategies, while often essential, tend to
be less effective than preventative strategies that responding to hate behaviors.
arise from the insight, planning, and shared
commitment of an organized school community.
Single events cannot transform an educational n Disseminate information throughout the
environment to one of respect and fairness; school community. Articulate that bullying
planning and implementation of an integrated and hate behaviors will not be tolerated.
plan led by school staff and supported by Promote and support quick and immediate
community members is required for substantive intervention with students who exhibit
change to occur. bullying or other bias-related behaviors.
The following are strategies to consider in

developing a comprehensive plan to promote n Involve students. Students exert a powerful
citizenship and civility and to deter bullying, influence on the attitudes and behaviors of
harassment, and other bias-motivated behaviors: their peers. Peer leadership programs enable
students to develop skills to effectively
n Provide anti-bias training. Provide anti- intervene in bias incidents and to become
bias/hate crime prevention training for allies to students targeted by bullies.
school board members, administrators, Recognize and reward student leadership.
school personnel, and students to provide
opportunities to develop awareness and
build skills, and to provide information and
resources. The Role of Parents and Adult Family
Members
n Review and revise policies. Develop concise The involvement of parents and other adult
policies/codes of conduct for addressing hate family members in the education of their children
behaviors. Involve all stakeholders in this has long been associated with student success.
process, including school personnel, Schools typically encourage parental
students, families, and other members of the involvement through participation in parent
community. Delineate clear and specific associations and other decision-making groups.
disciplinary and non-disciplinary responses Family members can play an important role in
to bias-motivated hate behaviors. Punitive supporting the anti-bias efforts of schools by
“zero-tolerance” policies have proved to be assisting in planning programs, by providing
less effective in reducing bullying than feedback about policies, by modeling pro-social
educational approaches, such as counseling, behavior, and by maintaining open lines of
mentoring, and restorative justice options. communication within their families.
Ensure that all students, family members,
and school personnel are aware of the content Adult family members teach and support the
of these policies and that they are uniformly values and skills they believe their children will
enforced. need to be successful in school and beyond.
When parents model respectful communication
towards all people and effective strategies for
n Integrate anti-bias lessons into the managing conflict, students are provided with a
curriculum. Support the integration of bias strong foundation for managing their own
prevention lessons into K-12 classroom relationships. Adult family members have
curricula, after-school program activities, and ongoing opportunities over the course of their
peer education and leadership programs. children’s lives to communicate with their
Anti-bias lessons assist students in children about a wide variety of issues.
understanding the manifestations of hate and Maintaining open lines of communication is key
the tendency for hate behaviors to escalate, to developing an awareness of younger family
while providing opportunities for students to members’ experiences with bullying. By listening
practice safe and effective skills for without judging, criticizing, or offering advice,

family members gain informed understanding of corresponds to the level of institutional support
their children’s needs and can determine the best they receive, including the willingness on the part
strategies to support them. of the school community to allocate resources of
time, space, and materials, and to support
The following publications are useful resources students’ efforts by recognizing students who
for families: make a commitment to be leaders.
Stern, C., and Bettmann, E.H. (2000). Hate Hurts: Informal interventions include the efforts and
How Children Learn and Unlearn Prejudice. actions of individual students to interrupt bias-
New York, NY: Scholastic. (www.adl.org/ctboh) related behaviors of their peers. When students
have had opportunities to learn skills to interrupt
Saunders, C.S. (1997). When Push Comes to
bullying, name-calling, and harassment, their
Shove: Dealing with Bullies Requires Adult
interventions are often more effective than those
Supervision. Our Children, March/April 1997.
of adults. Because they share a common
National PTA.
language, experiences, interests, and
perspectives, peers have the potential to influence
behavior beyond the school walls to home and
The Role of Students community environments (Topping, 1996).
Adolescence is a period when students spend In addition to challenging and interr upting
increasing time with their peers and less time bullying behaviors, students can also be
with parents and other adults. Peer influence is supportive allies to other students by
shaped through discussion of ideas and by communicating concern and non-acceptance of
observation of the behavior of others. The power bullying behaviors. Students can also assist by
of this influence is commonly associated with the involving, when appropriate, teachers or other
learning of behaviors with long-lasting negative adults to respond to incidents of bias.
consequences. When used to create positive
change, however, there are few methods more
effective than peer-to-peer education. The Power of Peer-to-Peer Education
Although many students may be concerned In recent years, schools have increasingly used
about or uncomfortable with name-calling, peer programs to assist students to make healthy
bullying, and other harassing behaviors among choices and to build skills to diffuse conflicts. A
their peers, most are unsure how to respond. variety of peer education program models exist,
Effective intervention arises from structured including peer leadership, peer counseling, peer
opportunities for students to share their life mentoring, peer training, peer mediation and
experiences and practice intervention skills. conflict resolution programs. All of these
programs target students with demonstrated
Peer influence can be exercised through formal leadership skills, and involve them in efforts to
and informal approaches. help shape the culture and climate of their
schools. For peer mediation and conflict
Formal interventions, such as peer leadership resolution programs, for example, school staff
programs, include both an academic and skill identify a group of student leaders and provide
development process. By participating in such them with training to counsel their peers,
programs, students have opportunities to intervene in disputes, help other students talk
develop skills to be leaders and role models in through problems, and train other students in the
their schools and communities. Peer leadership use of conflict resolution strategies. Given the
meetings enable participating students to discuss inevitability of conflict in schools, these programs
their experiences in a group and to plan programs can be extremely effective and appropriate.
in their schools that contribute to respectful and
inclusive environments. Peer training programs provide students with
The success of students’ formal interventions training that couples understanding of a
particular content area, such as anti-bias to develop the requisite skills to effectively
education, with skill development in intervention educate others.
and facilitation. Once trained, peer trainers
facilitate discussions and lead interactive Peer leadership programs, developed as part of a
workshops and classroom presentations for their school’s comprehensive planning and
peers. commitment to create a safe school, provide
students with opportunities to develop and
Schools have used peer education models to
practice leadership skills within a supportive
educate students on health issues such as
environment. Participation in leadership
HIV/AIDS awareness and prevention, substance
abuse prevention, issues of sexuality and sexual activities provides students with opportunities to
harassment, and other issues confronting teens develop a range of skills that are useful in the
and pre-teens today. Although there are present to effect positive change in the school and
significant differences between peer education community environment, but may also be
program models, most provide an initial period transferable to students’ future goals in school
of training and preparation that allows students and work-related settings.

SECTION THREE
PEER LEADERSHIP PROGRAM

IMPLEMENTATION
WHAT ARE PEER LEADERSHIP Peer leadership programs empower students to
PROGRAMS? create positive change in their environments, are
student-led, and thrive within communities that
The challenges of the future are unquestionably value and support the program in word and
great ones, bringing widespread recognition of action. These programs provide potential student
the need for effective leaders in all sectors of leaders with opportunities to refine and build
society. Although all people have some upon their leadership skills, gain new
leadership potential, the skills necessary to be knowledge, develop new attitudes, and gain
leaders do not necessarily emerge in the natural experiential practice in their role as leaders.
course of one’s life. Institutions that provide
services to youth have unique opportunities to In order to prepare students to be tomorrow’s
foster leadership in young people by creating leaders, peer leadership programs require a
programs that provide opportunities for strong focus on the leadership development
leadership development. process – the recruitment, education and training,
and skill development of student leaders – and a
The rationale for youth leadership development lesser focus on the results of their efforts.
is threefold: Although peer leaders are powerful catalysts for
change in their schools and communities,
n to provide opportunities for students with leadership development has lasting societal
leadership potential to develop, refine, and benefits that extend far beyond the immediate
practice those skills projects peer leaders plan and implement (Boccia,
1997).
n to enable students to experience their power
to effect change by exercising leadership in
their environment through formal and
informal interventions GOALS OF PEER LEADERSHIP
n to create future societal leaders
At the earliest planning phases, program goals
should be established that reflect the potential
There are a wide variety of programs to develop immediate and long-term benefits that can be
peer leadership in the educational community. derived from peer leadership. Immediate
While the primary purpose of some programs is benefits for school communities include utilizing
to build general leadership ability in youth, the powerful and effective resource of peer
others exist within a particular context or education and leadership to effect change in
program focus, such as the prevention of risk targeted areas of the school community, such as
behaviors or the improvement of school climate. violence, bullying, name-calling and other
While some programs stress the development of negative behaviors that impede the educational
leadership in the individual student, others process for many students. Leadership programs
recognize the importance of group processes and also have long-term benefits for youth and
achievement as primary. Despite these society in general by giving students the skills to
differences, all peer programs generally share the become future leaders in education, business,
underlying principle that peers exert a powerful government, and community. Program goals
influence on the development of the attitudes and affirm the value of leadership by providing
behaviors of one another. opportunities for students to develop and
practice their skills as leaders. safe to learn about and discuss important
issues;
An initial planning process, which includes the
n to provide students with opportunities to
development of overall program goals and
develop awareness and understanding of
processes for student recruitment, training, and
community issues, problems, and resources;
program implementation, is central to the success
of peer leadership programs. A lack of clear goals n to use positive peer influence to promote a
and objectives has been cited as one of the key healthy, supportive, and respectful
reasons why peer education programs fail educational environment;
(Walker and Avis, 1999).
n to develop social responsibility in youth with
opportunities to provide community service
Although there are variations in program models
and model pro-social behavior;
and the contexts within which they exist, the
following are general goals that promote success n to increase young people’s self-esteem, as
and are characteristic of exemplary peer well as critical thinking and problem-solving
leadership programs: abilities through opportunities for real-life
application in the school and community;
n to provide students with opportunities to
n to provide opportunities for the development
develop and practice leadership and social
of student-led programs to educate peers
action skills in order to become catalysts for
about relevant issues that impact the school
change;
climate.
n to provide a forum where young people feel
COMPONENTS OF SUCCESSFUL PROGRAMS
1. Clearly defined goals and objectives

The sustainability of peer leadership programs often depends on the ability of students and staff to
demonstrate that they have met and/or exceeded program goals and objectives. In developing
program goals, consideration should be given to establishing a process to evaluate progress and
demonstrate accomplishments. Peer leaders should have the opportunity to be involved in the
development of programmatic goals (i.e. what they hope to accomplish and how). The ongoing
educational and skill development processes and service activities of peer leaders should be designed
in relation to the established goals of the program.
2. A context or area of focus

Peer leadership programs are most successful in accomplishing their goals when the program exists
within a particular context or area of focus within which youth can develop and practice leadership
skills. An identified community need that is of concern to youth can provide potential peer leaders
with opportunities to engage in the leadership process as social change agents. The context of the
program provides opportunities for students to experience their abilities to create positive change,
while developing skills that will be of benefit to them in the future.
3. Broad support from the school community

Peer leaders’ ability to create positive change in their environment is fostered by the presence of
support from the many constituencies that comprise the school community. This support should
include administrators, faculty, staff, parents, students, and other community members. Support can
Page 22 Peer Leadership Program Implementation

include resources, such as time, space, and funding, and non-material support, including the
dissemination of information about the program benefits and accomplishments. Support for the
program is strengthened and sustained by keeping decision-makers informed of the activities, needs,
and benefits of the program.
4. Consistent, committed adult leadership

Adult peer leadership coordinators are key to the success of the program. Coordinators should
volunteer or be recruited, based on a high level of interest in student development and in the
particular area of focus of the peer leadership program. Although many schools and youth
organizations delegate this role to a new faculty or staff member, successful programs encourage staff
self-selection by providing initial information, support, and adequate compensation in order to
communicate recognition of the importance of the coordinator position. The coordinator provides
consistency, commitment, leadership, and guidance necessary to the success of the peer leadership
program, so careful consideration should be given to the selection of a staff person or persons to fill
this role.
5. An integrated educational process

Students develop leadership skills in a process that occurs over time. The potential benefits of peer
influence are maximized by providing a structured, educational approach that includes opportunities
for skill development and practical application. A recommended starting place for this process is an
initial training program that provides both opportunities for students to develop understanding of the
issues and leadership skills. The initial training can introduce the concept of teamwork, as peer
leaders become a group working together to accomplish common goals. The initial training is
followed by an ongoing educational process, as peer leaders meet to continue learning, practicing
skills, and planning programs. This process is essential, and the approach should engage students by
being interactive and action and/or games-oriented.
6. Student-led program and activities

Students develop and practice leadership skills as they learn the tasks associated with administration
of the peer leadership program. Program success is promoted by establishing and clearly articulating
levels of student autonomy, extending the responsibility of students to all aspects of the program,
including public relations, fundraising, program planning, logistical arrangements, and
administrative duties, such as attendance and record-keeping. Although initial goals and objectives
may have been established by a steering committee, it is important for peer leaders to have
opportunities to set their own goals for the delivery of peer projects and programs in their schools and
communities.
7. Opportunities for reflection and ongoing evaluation of efforts

Providing opportunities for youth to reflect on their experiences as peer leaders and to evaluate their
progress individually and as a group strengthens the process of leadership development. Establishing
measurable program goals and developing a process to evaluate progress are important elements.
Peer leaders’ learning can be enhanced through opportunities for reflection through journaling
activities. Journals enable peer leaders to explore relevant questions relating to program content that
may have been raised in small and large group discussions. Establishing a regular process where peer
leaders, participants, and coordinators can share both positive and constructive feedback enhances
leadership skills. Written evaluations should be developed in conjunction with program goals for the
purpose of gathering data about the success in accomplishing those goals.
WHO ARE POTENTIAL PEER LEADERS? for the group;
n a willingness to take risks in the face of
School leadership opportunities are often made challenges.
available to a small group of select students who
already hold traditional positions of leadership in
their schools. Although these positional student Peer leadership programs that include diverse
leaders may be able to influence a portion of the groups of students have the potential to create
student population, there are many groups of widespread institutional change and
students with whom they have little, if any, communicate the value of a school community
influence. Students from different cliques or where differences are accepted and respected.
social groups may even intentionally choose Bullying, harassment, and hate behaviors affect
opposing behaviors to those promoted by all members of the school community, and peer
“typical” student leaders. leadership programs that incorporate the
experiences and perspectives of all student
Whether student leaders are nominated, self- groups hold promise for creating widespread
selected, or recruited, the composition of the institutional change.
group should be developed through a thoughtful
process. Based on an exploration and
understanding of the true qualities of leadership,
schools and youth organizations should strive to RESEARCH ON PEER LEADERSHIP
include diverse groups of students who are PROGRAMS
representative of all groups in the school and
community. Many of those students who reside Because of the great number of variables,
closer to the fringes of school culture, who do not quantitative evaluation of peer leadership
join clubs, play sports, or inhabit the mainstream programs can be challenging. Abundant
of school life, demonstrate an ability to influence anecdotal evidence is available from students
the thinking and actions of many peers in their directly involved in these programs, from cohort
social circles. Because leadership skills are groups, and from adult members of schools and
developed through the program’s educational communities. When the components that
process, it is more important to identify the promote program success are present, anecdotal
potential for these skills in students, than to link evidence about the efficacy and benefits of peer
leadership potential to demonstrated academic or leadership programs is overwhelmingly positive.
athletic achievement. Students who have The following comments from school leaders are
demonstrated ability to influence their peers typical:
through negative behaviors, such as bullying or
harassing their peers, should not be automatically “Not only is the message these students
excluded from leadership opportunities. If so- spread positive and constructive in and of
called “negative” leaders are successful in itself, but those who have received the
changing their own attitudes and behaviors, they training gain a self-awareness and confidence
can become powerful agents for change in the in all their activities. They have truly become
school. leaders” (High School Coordinator of
Student Affairs).
Effective leadership skills include:
“I think there have been changes and
n the ability to influence others; sometimes they’re hard to quantify, but we
have a lot of new groups in the school . . .We
n the ability to encourage others to establish
have kids who are working together on a
and achieve goals;
project . . .who would not have been working
n empathy toward the experiences and ideas of together three years ago. So, it’s funneling the
others; energies toward something positive. And
meanwhile, you’re creating an atmosphere for
n a sense of purpose or direction and a vision
kids to get to know each other and to

WHAT STUDENTS HAVE TO SAY ABOUT PEER LEADERSHIP
“We can each make a difference. With honest communication, teamwork, understanding, perseverance, and
initiative, coupled with resources and organized support, a leader can direct others toward positive change.
A true leader inspires and encourages others to embrace all challenges eagerly as opportunities for personal
growth and positive change.”
– Sukanya Lahiri 1, non-traditional student leader,

Winchester, Massachusetts
“Now I feel like I could stick up for myself and others more so that there is less prejudice in our school. We
can help each other out when someone is being picked on and say something like, ‘Hey, that’s not cool.’”
– participant in a workshop for 9th graders conducted by

A WORLD OF DIFFERENCE ® Institute Peer Trainers
“By listening to my classmates, I learned about myself and my prejudices. I have work to do.”
– high school student participant in the BRIDGES

School Inter-Ethnic Relations Program
Adults need to realize that adolescents are not just kids – they are the future. They are people with
ideas and minds of their own who can accomplish great things if given the chance. That chance is
what adults can provide; the chance to make a responsible decision or the chance for their voice
to be heard can spark leadership skills that lie dormant in an adolescent.
– from Megan’s Essay 2
appreciate each other’s differences . . . “ mentoring in modifying the attitudes and

(Middle School Principal). behaviors of pre-adolescents, empowered teens
by giving them independence in designing and
Current research bears out this positive anecdotal presenting the activities and lessons they taught.
evidence by demonstrating the power and ability
of student leaders to influence the behaviors and A strong peer leadership program has the
attitudes of their peers. In a study of Chicago potential to create an environment where peers
area children who participated in a violence can maximize their abilities to create change and,
prevention program created and led by teens, by taking action, can have a measurable impact
participants were found to be significantly less on school climate and peer relationships. Studies
prone to and less supportive of violence than the have confirmed these positive benefits, including
study’s control group (Sheehan et al., 1999). The the mastery of knowledge and skills to intervene
control group demonstrated an increase in the on behalf of other students and the willingness of
development of both attitudes and behaviors peer leaders to actually intervene (Stevens et al.,
associated with violence and aggression. The 2000). Additional studies have indicated that
school-aged children who participated in this comprehensive peer-led conflict resolution
peer-led mentoring program avoided an increase programs have resulted in a decreased number of
in attitudes that support violence and fights and less physical violence in general,
demonstrated a decreased tendency in increased cooperation among students,
developing aggressive behaviors. The study, improvements in classroom climate, and lower
which assessed the effectiveness of peer- rates of suspension (Peterson and Sciba, 2000).
1
Author of The development of nontraditional student leadership. In Students Taking the Lead: The Challenges and Rewards of
Empowering Students in Schools, edited by Judith A. Boccia, No. 4, Summer 1997. San Francisco, CA: Jossey-Bass.
2
van Linden, J.A. and Fertman, C.I. (1998). Megan’s essay. In Youth Leadership: A Guide to Understanding Leadership Development in
Adolescence. San Francisco, CA: Jossey-Bass.
Research designed to measure effectiveness of organizational climate,
peer leadership programs has not been
n assessing the organization’s needs,
consistently positive, however. A number of
studies failed to establish statistically significant n establishing initial program goals,
changes in student attitudes and behaviors. The
n exploring program models, and
National Study of Delinquency Prevention in Schools,
published in 2000, suggests that if interventions n developing processes for the identification of
that have the potential to work are shown to be a program coordinator(s) and student
ineffective, it is likely that flawed implementation participants.
is a large part of the reason. This finding adds
Throughout the school year, the steering
strength to the rationale for providing adequate
committee can continue to meet periodically to
initial planning time to establish goals, identify
provide support and resources to the program,
program coordinators, and build support across
assist with tasks such as fundraising and
the school or community. According to the study,
recruitment and selection of potential peer
the success of program implementation is
improved by the presence of the following leaders, and provide advocacy and general
indicators (Gottfredson et al., 2000): assistance in addressing challenges or concerns
that may arise.
n extensive and high quality training
n program supervision Conducting a Needs Assessment
n administrative support
Identifying a peer leadership program model that
n integration of program activities into regular has a good fit with an organization is facilitated
curricula by conducting a needs assessment. Information
n use of implementation manuals can be gathered through written forms or
surveys, through focus group discussions, and by
n local planning, local implementation, and use ongoing discussion among steering committee
of relevant local information members who contribute their own unique
perspectives regarding the experiences and needs
of young people in the school and community.
GUIDELINES FOR IMPLEMENTING A The involvement of students in the assessment
PEER LEADERSHIP PROGRAM process promotes greater accuracy and relevance
in the findings and conclusions of the needs
Initial Planning: the Steering Committee assessment.
The decision to initiate a peer leadership program

benefits from a process that involves a Establishing Initial Program Goals and
representative cross-section of the community of Objectives
the school or youth organization. It is
recommended that interested individuals form a Following the gathering and compilation of
planning group, referred to here as a steering information through a needs assessment, the
committee, that includes administrators, steering committee should establish a set of initial
educators, staff, parents, students, and other goals and expectations for the peer leadership
community members. The steering committee program. It is important at this stage of the
should include the involvement of diverse groups planning process to develop consensus about the
of students from the earliest stages of planning. roles and activities of peer leaders, the desired
outcomes for both peer leaders and the
Particular tasks to be completed by the steering community, and the structure for the program.
committee include: Program goals should reflect the underlying
purpose of peer leadership, which is to provide
n conducting an assessment of the opportunities for youth to practice leadership

skills, model pro-social behavior, engage in useful in selecting, establishing, restructuring, or
community service, and experience their abilities promoting the continuation of a peer leadership
to be change agents in their schools and program. A program model should be selected
communities. based on identified needs, program goals, and
climate and structure of the school or
Some important questions to consider include the organization.
following:
Will the program address a particular community Securing Necessary Resources and
need or focus on one particular content area? Building a Coalition of Support
Peer leadership program models vary greatly in

What do we hope to accomplish by implementing terms of cost, resources, and time requirements.
a peer leadership program? Often programs require certain start-up costs that
decrease over time, including an initial training
program, often conducted by an outside
Will peer leaders form an established
sponsoring agency. Additional costs can include
extracurricular program that requires meeting
program materials or manuals, stipends for
time before or after school hours?
coordinators, and material costs for supplies,
such as chart paper, markers, and occasional
refreshments.
Will peer leaders participate in a credit-bearing
leadership class during school hours that requires
In addition to financial resources, peer leadership
a formal curriculum?
programs require resources of time and space for
training, meetings, and program activities, and
human resources from the school or youth service
Will peer leaders be involved in designing,
organization. The ultimate success of peer
planning, and leading programs or projects for
leaders in bringing about positive change rests
younger children?
largely on the level of support they enjoy from the
various constituencies that comprise their school
Will the primary expectation for peer leaders be and community environment. Peer leaders who
one-on-one interventions and responses to a are working to intervene in incidents of name-
particular issue, such as bullying or name- calling or bullying in their schools are far more
calling? effective when they know they can depend on the
support of teachers and administrators. Peer
leaders expected to mediate conflicts between
Will the emphasis of the program be on student peers require support that recognizes the value of
development, student delivery of services, or both? these efforts in improving the school climate for
all students. Peer leaders planning programs or
classroom presentations require the support of
school staff who recognize the educational value
Exploring Options and Selecting a of peer leaders’ efforts in the context of the
Program Model curriculum.
Section IV of this guide, Peer Leadership Programs, The building of broad-based support for the
provides a general description of peer leadership activities of peer leaders requires a conscious and
program models and specific programmatic and deliberate plan that is promoted by ongoing
contact information for some peer leadership communication of strong support from the
programs currently operating at schools and administration. Support is also strengthened by
youth organizations across the U.S. having peer leaders to give members of the
Coordinators of these programs can provide school community information about the
additional information and resources that will be program and having them experience some of the
activities of the peer leadership program. Initial program by providing adequate compensation,
presentations at faculty or staff meetings and that can include stipends, recognition, and other
presentations for Boards of Education or benefits.
community boards help to build support for the
program.
Determining a Process for Selection or
Recruitment of Peer Leaders
Identifying Program Coordinator
Program organizers should develop a process to
An effective peer leadership coordinator is a key interest and involve students able to bring a
element of a successful program. The coordinator variety of perspectives and exercise influence
must understand and be able to balance with their peers. Beginning with a balance that
organizational oversight of the program and reflects differences in gender, religion, race,
guide students through a process where these ethnicity, sexual orientation, and different
elements become peer-led and peer-directed. abilities, peer leader groups should also include
Because these programs are designed to promote non-traditional leaders from many social groups,
the learning and practice of leadership skills, peer neighborhoods, and communities. Including
leaders benefit from having responsibility for all potential leaders who represent all groups in the
aspects of the program. Key responsibilities of a school or community will contribute to the
program coordinator are delegating, confirming program’s ability to influence the greatest
that tasks are underway, providing feedback and number of students.
suggestions, and guiding students to learn from
both their successes and failures. Schools and youth service organizations can use
one or a combination of the following processes
Important tasks for a peer leadership coordinator to identify potential peer leaders:
include:
Self-selection – Some practitioners believe it is
n empowering, coaching, and being an essential that potential peer leaders volunteer
advocate for young people; for participation in leadership programs.
n modeling respect and pro-social behavior Self-selection indicates that participating
and attitudes; students have a high level of commitment to
the goals and objectives of the program, an
n valuing, validating, and providing feedback important factor in the success of their future
to peer leaders; efforts. To create a process where students
n leading a process that teaches both content can choose to be part of the program, it is
and skills; helpful to provide an information session for
all students that includes information on the
n being aware of important issues facing youth. goals, purposes, and expectations of the
program. For example, student information
The inclination to “assign” the role of peer sessions for ADL’s A WORLD OF
leadership coordinator to a new staff person DIFFERENCE® Institute Peer Training
whose time is not yet over-committed is not Program include information about the
always the best way to proceed. A more open origins of the program, the program’s
selection process will facilitate identifying a structure, expectations, and level of
coordinator who possesses a level of motivation commitment required, and an opportunity to
and commitment needed to promote program participate in a “taste” of the program,
success. The coordinator ’s position is a generally an interactive exercise that explores
challenging one with multiple responsibilities; the cultural knowledge of the group.
the school or sponsoring organization can Students who are interested in participating
communicate its recognition of the importance of in the program can sign up as they leave the
this role and demonstrate commitment to the information session. This process provides

the school with a list of interested students Application Process – Whether students self-
who have a beginning knowledge of the select, are invited or recruited, it can be
program. helpful to establish a basic application
process that provides an opportunity for
Selection of peer leaders solely through self-
program organizers to learn about students’
selection can sometimes fail to involve those
interests, motivation, and abilities and to
students who have potential or existing skills,
provide interested students with an
but may not be involved in traditional
opportunity to reflect on their rationale for
leadership positions. Active recruitment may
becoming involved in the program. The
be necessary to assemble a group that is
application process can include a brief
representative of all students, and therefore
written form that asks students to write a
able to influence the greatest number of paragraph about why they are interested in
students. being part of the program. Although peer
leaders do not have to be at the top of their
classes academically, participating students
Recruitment – Potential peer leaders can be
do need to be on sound academic ground.
recruited for the program, based on
Securing the written recommendation of a
recommendations from steering committee
faculty member can also be beneficial to the
members, staff, guidance counselors, application and selection process. Lastly, the
teachers, or administrators. After a list of steering committee or other planning group
potential peer leaders is identified, may want to schedule brief interviews with
invitations to participate in the program can potential peer leaders. These components of
be distributed. an application process will provide
Recruitment promotes the development of a information that can be of assistance in
diverse group of peer leaders who perceive identifying peer leadership program
their selection as a special distinction. It participants.
should be recognized, however, that adults
may occasionally miss informal leaders or
exclude so-called “negative” leaders who Creating a Proposed Structure for the
have the potential to positively influence Program
many other youth.
Most peer leadership program models provide
helpful guidelines, resource materials, and some
Expanding the Role of an Existing Group – technical assistance from people who have
Many schools and youth organizations have experience implementing the model. Many
existing groups of students that could benefit programs also provide a suggested structure for
from the opportunity to expand their program implementation. Other programs
leadership roles with their peers. These include detailed manuals that provide resources,
groups have the benefit of having had activities, meeting agendas, and other useful
previous opportunities to develop and materials. Schools and youth organizations
experience a sense of teamwork and the typically select a program and adapt it to their
power of working together to accomplish own organizational needs and structure.
common goals. Expanding the role of an
existing student group requires a The Learning of Content and Skills
consideration of the demographics of the
students currently involved, their Key to the leadership development process is
expectations for involvement in the program, providing varied opportunities for peer leaders to
and their willingness to open the program to learn both content and skills. As advisor to the
additional students with non-traditional program, the peer leadership coordinator should
leadership skills. have an understanding of requisite leadership
skills and make available opportunities for length, location, and frequency of peer leadership
mastery. Because mastery is gained through a meetings and a discussion of logistical
cyclical process that includes observation, considerations, including the scheduling of initial
participation, practice, presentation, and training sessions for peer leaders and peer
evaluation, peer leaders should have repeated leadership coordinators.
opportunities to practice skills.
The learning of the program content should occur Initial Training

concurrently within this skill development
process. The success of the program can be Many peer leadership program models begin
hindered by the assumption that, based on peer with an initial training program for participants.
leaders’ personal experiences and commitment, Occasionally, separate training is provided for
they come to the program with an adequate peer leadership coordinators that combines
understanding of the particular issue the opportunities to learn about the content of the
program is addressing. For example, peer leaders program with skill development and program
who are interested to intervening in incidents of implementation strategies. Although peer
name-calling and prejudice, and who lack an leadership programs can be launched without
informed understanding of the development of initial training, initial training programs are
stereotypical thinking, may undermine their highly recommended. These programs provide
efforts by inadvertently laughing at an insensitive intensive experiences that build teamwork and
joke or a stereotypical remark. It is unfair to reinforce peer leaders’ commitment, motivation,
expect students to be effective leaders and peer and understanding of key issues. The initial
educators before providing them with varied
training can unify a diverse group of students
opportunities to explore, reflect on, and gain
around the students’ interest in accomplishing
understanding about the content of the program.
common goals.
Feedback and Evaluation
The framework for peer leadership program Peer Leadership Meetings

implementation should include a feedback
process to facilitate peer leaders’ skill Following an initial training program, peer
development and a means to evaluate the extent leaders typically attend regularly-scheduled
to which peer leadership activities are successful meetings, that provide them with continuing
in accomplishing program goals. opportunities to learn content, develop and
practice skills, set goals, and engage in the
Evaluation can include written forms and focus necessary action planning to implement
group sessions or other group discussions, programs and projects.
scheduled at regular intervals. Evaluations can
gather feedback from peer leaders about The nature of peer leadership is that the program
participation in the program and from peer is peer-led. Opportunities for students to lead,
groups about the impact of participating in direct, and create programs, with the guidance
activities led by peer leaders. The most useful and assistance of the program coordinator,
written evaluations are a combination of open- should be inherent from the program’s
ended and multiple-choice questions. Open- beginnings.
ended questions provide helpful detailed
information that can assist in future program Committees to Fulfill Responsibilities
planning, and multiple choice questions can
provide data that can be quantified to measure One suggested strategy that promotes this
program impact and success. process is developing peer-led committees to
oversee the tasks necessary for program
Logistical Considerations implementation. Peer leaders volunteer for
membership on the committees of their choice for
The planning process should establish the time, an agreed-upon time period. Committee

participation can rotate, so that all peer leaders Opportunities to Practice Leadership
gain expertise in the variety of tasks necessary to Skills
successfully engage in social action.
As their leadership skills develop, peer leaders
Suggestions for possible committees include: benefit from opportunities to practice these skills
in real-life settings. Schools and youth
n Public Relations – drafting articles for the organizations should make opportunities
school newspaper or newsletter about the available for students to exercise leadership that
program, arranging for school-wide correspond to students’ skill level.
announcements about program activities,
creating promotional materials, such as flyers Initial opportunities can assist in building a
and posters; coalition of support from the various
n Administration – chairing meetings, taking constituencies of the school and community.
attendance, and following up with absent Presenting brief information sessions for faculty,
peer leaders; compiling program evaluation staff, or school or community boards provides
information and providing feedback to whole opportunities for students to share why they
group; organizing permission slips and other wanted to become peer leaders, what they hope
necessary forms; to accomplish, and how. A student-led interactive
exercise, such as an icebreaker activity, can be a
n Fundraising – planning and coordinating positive experience for adults whose support
events to raise funds for special projects, contributes to the overall success of the program.
meeting refreshments, peer leader T-shirts,
field trips, etc.; and Ongoing opportunities for peer leader programs
n Special Events – assuming responsibility for include assembly programs, activities presented
during non-academic days, conference
specific details of forthcoming programs or
presentations, special events, campaigns, or
projects, including arranging sites, preparing
displays. Peer leaders need ongoing
materials, drafting requests, and generating
opportunities to deliver programs in order to
thank you letters.
develop leadership skills and become change
agents in their schools and communities.
Peer-Directed Goals and Activities
The program goals developed as part of the initial MEASURING SUCCESS

planning process should describe specific
outcomes expected for participating peer leaders Demonstrating positive outcomes and
and for the school or community. Once the documenting proven strategies are important for
program is underway, peer leaders should have maintaining support for the program, planning
opportunities to be involved in setting their own future programs, and improving existing
programmatic goals relating to the delivery of interventions. Members of leadership programs
programs and projects. Peer leaders’ abilities are created to address bullying or name-calling, for
strengthened as peers engage in action planning example, benefit from the encouragement of
activities to develop and accomplish specific knowing that their efforts are succeeding in
action steps of a project. Action planning should lessening the number of incidents that occur on a
include developing a project timetable and daily basis. Measuring the success of peer
budget, identifying and delegating tasks, leadership programs and interventions is a
considering resources and potential obstacles, challenging task, however, even for practitioners
and creating the content or activities of the in the field. There are many ever-changing
project. variables within school communities that are
Each time a man stands up for an ideal, or acts to improve
the lot of others, or strikes out against injustice, he sends
forth a tiny ripple of hope, and crossing each other from a
million different centers of energy and daring, those
ripples build a current that can sweep down the mightiest
walls of oppression and resistance.
– Robert F. Kennedy
often difficult to predict and that affect school provide feedback to peer leaders can also be
climate and intergroup relations. planned.
A process that attempts to measure these

outcomes can include written surveys and group
discussions. Some peer leadership program BEING A LEADER OUTSIDE THE
materials include sample evaluation forms. If CLASSROOM
sample forms are unavailable, peer leaders may
be able to enlist the assistance of a local Learning content and skills and planning formal
community college or university. College-level interventions are ongoing processes that require
Sociology classes often include introductory time to yield results. Schools or community
content on data collection and analysis, organizations that commit the time, energy, and
and Sociology students may resources to developing and
be willing to develop supporting this process will
questionnaires or evaluation “To walk through school find leadership development
forms as class projects. Using the with the attitude that I has the potential to produce
topic of bullying as an example, positive change in powerful
peer leaders may want to have to tune out what other and immediate ways. As
develop written surveys that people are saying is really peer leaders, students are
gather information from the wrong attitude to go simultaneously solidifying their
students at various intervals on through school with. I’m own knowledge and skills
the frequency of bullying trying to teach my peers while also helping to
experiences and peer attitudes disseminate these concepts to the
toward these incidents. These
not to ignore other wider school community. Even
surveys might gather data on the students’ differences, but early in the process, peer leaders
number of incidents witnessed in rather to see them and begin to influence their peers
the past day or week, how accept them and then move through informal, one-on-one
students responded, how fellow on so they can see what’s interactions and interventions.
peers responded, and other
thoughts the students had about inside someone, because it’s Peer leadership opportunities
the incidents. only then that you really give a voice to young people
get to know somebody.” by involving them as leaders
Written evaluations can be in school reform efforts, by
distributed at the conclusion of – High school peer leader creating school and community
peer-led programs with an environments that promote
optional second evaluation to be student success. Peer leaders
completed at a selected future interval, such as take their leadership roles seriously, modeling
one, three, or six months following participation pro-social behavior which includes their
in a peer leadership program. Forums that bring willingness to challenge intolerant attitudes and
together groups of teachers, students, or staff to behaviors of their peers.

The process that begins with peer leaders’ initial complementary initiatives to promote positive
commitment and training, can produce the behavior” (Cowie, 2000). Within this context,
motivation, willingness, and courage to peer leadership has a key role, both in developing
intervene, and as researcher Sonia Sharp writes, leaders for the future and in providing
even these initial challenges that take a relatively opportunities for the development of these skills
simple form can be effective in positively shaping through practical application in the everyday
the culture and climate of a school or community lives of youth. Over time, the countless acts of
(Sharp, 1996). It is unrealistic, however, for courage and leadership, the willingness to
educators and youth service professionals to question and challenge intolerance, and the
expect peer leadership programs to accomplish hands extended in friendship and support create
such change single-handedly. Dr. Helen Cowie, educational and social environments of respect,
international expert on bullying and peer acceptance, inclusiveness, and cooperation, and it
intervention, cautions that peer interventions is in this climate that young people experience
“should not be used as a quick-fix solution to success.
behavioral problems, but as one of a range of
RECOMMENDED RESOURCES
The following bibliography is a sampling of the many materials available on the topic of youth leadership.
The resources outlined should prove particularly useful to those educators who are implementing peer
leadership programs in their schools or youth service agencies. Many titles are available through public
and university libraries or can be ordered through local or online booksellers.
Boccia, J.A., ed. (1997). Students Taking the Lead: Short-Camilli, C. (2000). Bully-proofing Your
The Challenges and Rewards of Empowering Elementary School, 2d ed. Longmont, CO:
Youth in Schools. San Francisco, CA: Jossey- Sopris West.
Bass.
This book includes a step-by-step guide for
This book offers suggestions for the broad teachers who want to implement and maintain a
integration of leadership training and bully-proofing program in their elementary
opportunities into school programs. Using case schools. The book covers staff training, student
studies from student leadership programs around instruction, victim support, intervention
the country, this book examines ways that methods, and development of a caring climate.
students can play a key role in discouraging
prejudice and discrimination in their schools.
Greenberg, S. (1999). The Jump Start Leadership
Workbook: Ignite Your Ability to Lead & Succeed.
Bonds, M., and Stoker, S. (2000). Bully-Proofing
Your School: A Comprehensive Approach for Van Nuys, CA: Jump Start Programs.
Middle Schools. Longmont, CO: Sopris West. This workbook includes exercises that help youth
This curriculum for grades 6-8 includes practice important skills to achieve success.
appropriate lessons for the classroom to help Topics include accomplishing goals, managing
students distinguish "bullying" from time, taking risks, and overcoming adversity.
disagreement and teasing and to help them
effectively respond to bullying when it does occur.
Greenberg, S. (1999). The Jump Start Leadership
Workbook Volume 2: Leading Others. Van Nuys,
Garrity, C., Jens, K., Porter, W., Sager, N., and CA: Jump Start Programs.
This workbook helps youth learn ways to sharpen leadership.
their leadership skills and influence others in
Schwartz, M.K., Axtman, K.M., and Freeman,
positive ways.
F.H., eds. (1998). Leadership Education: A
Source Book of Courses and Programs.
Greensboro, NC: Center for Creative
Karnes, F.A., and Bean, S.M. (1995). Leadership for
Leadership.
Students: A Practical Guide for Ages 8-18.
Waco, TX: Prufrock Press. This source book presents selected descriptions of
This book, which includes learning activities, a 230 leadership courses and programs drawn from
step-by-step guide, and advice for moving into a survey of colleges, universities, professional
leadership roles, emphasizes the development of organizations, training organizations, and other
leadership in a variety of settings. sites.
MacGregor, M.G. (1997). Leadership 101: Sturkie, J., and Gibson, V. (1992). The Peer
Developing Leadership Skills for Resilient Youth Helper’s Pocketbook. San Jose, CA: Resource
(Facilitator’s Guide and Student Workbook). Publications, Inc.
www.youthleadership.com. This guide includes information on peer helping,
This facilitator’s guide includes 18 activities on counseling tips, basic communication skills, as
defining leadership, qualities of leaders, power and well as a referral guide.
influence, team building, communication and
listening, respecting diversity, risk taking, and
creative thinking. The accompanying student Sturkie, J., and Hanson, C. (1992). Leadership
workbook includes handouts and opportunities for Skills for Peer Group Facilitators. San Jose, CA:
reflective writing. Resource Publications, Inc.
This guidebook outlines the skills needed for
successful group leadership, including setting up
MacGregor, M.G. (1999). Designing Student groups, understanding the stages of growth
Leadership Programs: Transforming the within a group, communicating effectively, and
Leadership Potential of Youth. empowering a group to accomplish its goals.
www.youthleadership.com. Suggested solutions for dealing with common
This facilitator’s guide and comprehensive problems are included.
workbook is designed to help middle and high
school instructors educate youth on the concepts
of leadership. van Linden, J.A., and Fertman, C.I. (1998). Youth
Leadership: AGuide to Understanding Leadership
in Adolescents. San Francisco, CA: Jossey-
The Mosaic Youth Center Board of Directors with Bass.
J. Griffin-Wiesner. (2001). Step by Step! A
This book outlines the major stages of youth
Young Person’s Guide to Positive Community
leadership development – awareness, growth and
Change. Minneapolis, MN: Search Institute.
activity, and mastery – and includes practical
This step-by-step guide to improving strategies for developing leadership skills through
communities stresses the importance of youth practical experiences.

SECTION FOUR
PEER LEADERSHIP PROGRAMS

INTRODUCTION and a structure for program implementation.
These programs establish formal leadership
Peer leadership programs can take numerous programs in schools and include an
forms and vary in scope from extensive national, educational process to develop skills for
state, or city-wide programs to single, school-run leadership. Program content generally
initiatives. Program models may focus on includes a strong focus on peer development
particular issues, such as bullying prevention or as a precursor to peer delivery of services to
conflict resolution. the community. These program models are
often provided by national organizations that
Despite differences in program models, peer can provide expertise, implementation
leadership programs generally share the
resources, technical assistance, and ongoing
following principles:
opportunities for leadership development.
n an understanding that young people are
more likely to hear and accept information
2. Informal programs often include shorter
that is presented and modeled by their peers;
initial training (1 day), are designed to be less
and
intensive, and do not typically provide
n a belief in the value and ability of young detailed implementation guidelines.
people to bring about positive change in Informal programs have a stronger focus on
themselves and others. peer delivery and a less significant focus on
peer development. These programs are
The program descriptions that follow emphasize often designed to build peer leaders’
several factors that are important in creating peer awareness of a particular issue and to
leadership programs that are both long lasting provide opportunities to develop
and effective in changing school culture. These intervention skills. The development of an
programs empower young people to positively ongoing, structured peer leadership program
influence their peers, and many also focus on is not a requisite expectation of this program
creating positive, affirming school environments. model, but it is possible that a more formal,
When schools are not supportive environments, structured program could develop, based on
students are less able to achieve, both socially and peer leaders’ interest. These programs are
academically. Successful programs often also developed by national or state
emphasize teacher and parent involvement as a
organizations and agencies, and can include
way to strengthen community commitment to the
training, resources, and support.
ideas presented in the program and to reinforce
support of these values in students.
3. Individualized programs are typically created
at the local or regional level. Program
structure and resources are either created on-
DETERMINING WHICH PEER
site or developed by combining available
LEADERSHIP PROGRAM IS RIGHT FOR
print and/or video resources. Initial training
YOUR SCHOOL OR YOUTH ORGANIZATION
for peer leaders may or may not be included.
1. Formal, structured programs typically
include intensive training (2-5 days), support,
SAMPLE PROGRAM DESCRIPTIONS AND CONTACT INFORMATION
The following alphabetical list includes a variety of peer leadership program models from around the
country. Program descriptions are based on informational materials provided by the programs
themselves, and include available resources and publications, a description of the necessary
organizational support, and contact information for each program. There are many good leadership
program models available nationally. This list provides a sampling of programs that vary in scope, design,
resources, and intensity to assist readers in determining the model of peer leadership program that would
work best in their schools and youth organizations.
Program: A WORLD OF DIFFERENCE ® INSTITUTE PEER LEADERSHIP PROGRAM
Organizational Sponsor: Anti-Defamation League (ADL)
Description: This program provides opportunities for young people to develop skills as leaders
within the context of social justice activism. Peer leaders learn to work together as a
group to develop and implement creative approaches to decreasing name-calling,
bullying, and other forms of prejudice and discrimination at their schools and in other
organizations.
History: The A WORLD OF DIFFERENCE ® Institute Peer Leadership Program was developed
in 1998 to provide peer leadership education within the youth service community. This
program, endorsed nationally by the Boys & Girls Clubs of America, was expanded in
2000 for secondary schools, community groups, and other agencies that serve young
people.
Scope: National
Training: The program which includes 2-3 days of initial training facilitated by ADL, provides a
foundation in social justice education and leadership development. Students engage in
goal setting and action planning and explore ADL resources for program development
and implementation in their schools and communities. As part of the 24-week
curriculum, peer leaders refine and practice skills as leaders and learn how to develop
and implement their own ideas for making their schools and communities more
respectful and inclusive. Additional training is provided for program coordinators and
the ADL provides ten hours of consultation to support program success.
Resources: Publications
Peer Leadership Coordinator ’s Manual
Manual for Peer Leaders
A WORLD OF DIFFERENCE® Institute Anti-Bias Study Guide (Elementary/
Intermediate and Secondary Levels)
Training and consulting services
Requirements: Administrative support, Peer Leadership Coordinator(s), and facilities for initial
training and weekly meetings
Goals/Objectives: n to provide young people with the skills to be leaders, role models, and social activists
against prejudice and discrimination
n to encourage students to develop unique approaches to solving problems of prejudice
and discrimination in their schools
Fee Structure: Fee charged (varies depending on group size and length of program)
Evaluations: This program has been evaluated nationally in both school and youth service settings
Page 36 Peer Leadership Programs

over a three-year period as part of ADL’s collaboration with the Boys & Girls Clubs of
America. Findings indicate measurable positive benefits for peer leaders that include
the development of skills, knowledge, and awareness and a decrease in incidents of
violence and conflict among youth within the peer leaders’ sphere of influence.
Contact: Lorraine Tiven, Director of Peer Education

Albany, NY 12205
Phone: 518-446-0038
Web site: www.adl.org
Program: A WORLD OF DIFFERENCE ® INSTITUTE PEER TRAINING PROGRAM
Organizational Sponsor: Anti-Defamation League (ADL)
Description: This program trains students to take action against hate and bigotry by developing skills
to challenge incidents of prejudice, and through leading anti-bias workshops and
discussions about prejudice and discrimination with their peers and younger students.
History: The program was developed in 1991 following riots in Crown Heights, Brooklyn.
Weekly meetings with faculty and staff from Clara Barton High School in Crown
Heights led to the development of ADL’s A WORLD OF DIFFERENCE ® Institute Peer
Training Program.
Scope: National/international, offered at ADL offices across the U.S. and in eleven countries
overseas.
Training: Students attend a 3-day initial training facilitated by the ADL that includes activities on
understanding identity, language, and stereotyping, increasing cultural awareness,
examining bias, and developing leadership skills. Students engage in goal setting and
action planning and explore ADL resources for program implementation in their schools
and communities. Training is also provided for program coordinators to assist in
program implementation. Following the training, students meet weekly with a Peer
Training Coordinator who leads continuing educational processes and assists in
planning and coordination of all peer-led programs.
Manual for Peer Training Coordinators
Manual for Peer Trainers
A WORLD OF DIFFERENCE® Institute Anti-Bias Study Guide (Elementary/
Intermediate and Secondary Levels)
Videos
Training and consulting services
Requirements: Administrative support, Peer Training Coordinator(s), and facilities for initial training
and weekly meetings
Goals/Objectives: n to develop peer facilitators who are capable of planning and leading discussions and
workshops about prejudice with their peers
n to develop leadership skills in participating students
Fee Structure: Fee charged (varies, depending on group size and length of program)
Evaluations: The A WORLD OF DIFFERENCE ® Institute has participated in a number of evaluation

studies that have been conducted by the University of Pennsylvania; Teachers College,
Columbia University (1998, 2000); and Core InSites, Inc. in Atlanta. Findings were
favorable with respect to the quality and impact of the Peer Training Program on school
environments. Evaluations linked the following positive benefits with the program:
improved confidence in interrupting incidents of name-calling, bullying, and other
forms of prejudice; increased understanding of the impact of prejudice, and improved
communication and presentation skills.
Contact: Lorraine Tiven, Director of Peer Education

Albany, NY 12205
Phone: 518-446-0038
Web site: www.adl.org
Program: BRIDGES
Organizational Sponsor: Orange County Human Relations Council
Description: The Orange County Human Relations Council works with local schools to develop
individualized programs reflective of schools’ needs and environment. The program
focuses on the acquisition of emotional skills that promote students’ social and academic
development. Programming appropriate for K-12 schools.
History: Bridges was developed over twelve years ago in response to educators’ concerns about
bias-related incidents and the recognized need to strengthen inter-ethnic
communication, cohesion, and a sense of community.
Scope: Regional (California)
Training: Programs begin with a leadership team consultation to assess the school’s needs and to
develop initial objectives. A task force then works to establish short- and long-term
objectives designed to improve intergroup relations on campus. Activities can include
training sessions for parents, students, administrators, school staff, teachers, and
community members. Other options are student retreats and support for a variety of
school-wide projects.
Resources: Videos and manuals, including Stop in Your Tracks, Alternatives to Violence video series
and the What Do You See? poster and video about the consequences of prejudice
Requirements: The program requires staff in-service training and a community-based task force.
Goals/Objectives: n to improve intergroup relations by enabling a representative group of school

community members to work collaboratively towards creating a safe, inclusive school
climate that is respectful of society’s diversity
Fee Structure: Fee charged (approximate annual cost of $7,500)
Evaluations: The White House Web site has listed Bridges as a “promising practice.” The U.S.
Department of Justice and U.S. Department of Education selected the program as one of
seven programs to prevent hate crimes in schools in Preventing Youth Hate Crime: A
Manual for Schools and Communities.
Contact: Tina Fernández, Program Director

Orange County Human Relations
1300 S. Grand Avenue, Building B
Santa Ana, CA 92705
Phone: 714-567-7470
Web site: www.oc.ca.gov/csa/hrc/programs/bridges.html

Program: CIVIL RIGHTS TEAM PROJECT (CRTP)
Organizational Sponsor: Office of the Maine Attorney General
Description: The Civil Rights Team Project is a school-based preventive program to combat hate
violence, prejudice, harassment and bias in the schools. CRTP builds a collaborative of
students, faculty and community advisors, who work together to create a safer
environment for all students and to lower incidence of hate language in the school
community. The collaborations, Civil Rights Teams, meet weekly or bi-weekly to work
on team projects. Through regional student and faculty trainings and in-service
trainings on site, participant schools develop involved citizen behaviors that can reduce
the incidence of bias language which too often leads to bias based threats and violence.
History: The program began in 1996 with 18 schools to build a structure whereby the culture of
intolerance and potential for violence within schools could be changed.
Scope: Regional (Maine)
Training: Teams attend a one-day training program conducted by the Attorney General’s office.
Participating students learn intervention and peer education strategies to reduce
intolerance, while building an understanding of the Maine Civil Rights Act. Faculty and
administrators attend an in-service training that includes information about the Maine
Civil Rights Act and the enforcement initiative of the Department of the Attorney
General. Workshops also provide opportunities for staff to create strategies to deal with
hateful language and behaviors.
Resources: The Department of the Attorney General provides resource information to participating
schools on a case-by-case basis.
Requirements: The program requires law enforcement cooperation at the local or state level. Regional
coordinators serve as liaisons between schools and the Department. Schools must
provide time and space for weekly team meetings, faculty advisors, and transportation
for the teams to attend regional training and a statewide conference.
Goals/Objectives: n to create a structure within schools whereby teachers and students work together
with state and local law enforcement personnel to change the climate of intolerance
and violence within schools
Fee Structure: No cost to schools in the state of Maine
Evaluations: An independent evaluation of programs in 30 schools is currently in process.
Contact: Jeannie Mattson, Director, Civil Rights Team Project

Office of the Attorney General
The Civil Rights Team Project
6 State House Station
Augusta, ME 04333
Phone: 207-626-8897
Web site: www.maine.gov/ag/index.php?r=civilrights&s=civilrightsteamproject&t=
Program: CIVIL RIGHTS TEAM PROJECT
Organizational Sponsor: State of West Virginia Office of the Attorney General
Description: Designed to increase the safety of students and to protect their learning environments
by reducing bias-motivated harassment and violence, the project consists of teams of
three students per grade and one or two faculty advisors. Student team members attend
an orientation and then return to their schools and create and implement projects to
increase tolerance and awareness of issues of bias and prejudice.
History: The program was founded in 1999 and modeled after the Maine Civil Rights Team
Project. Funding is provided by grants from the Safe and Drug-Free Schools and
Community Program of the United States Department of Education, the Drug and
Violent Crime Control Program, and the Juvenile Justice Accountability Block Grant
Program of the United States Department of Justice.
Scope: Regional (West Virginia)
Training: Student team members attend an orientation program and annual conference conducted
by the Civil Rights Division of the Attorney General’s Office. The Civil Rights Division
also conducts in-service training for faculty and administrators of participating schools.
Resources: Information is available by request from the Attorney General’s Office.
Requirements: This program is administered by a dedicated staff person at the state; Attorney General’s
Office. Schools must provide faculty advisors.
Goals/Objectives: n to train, encourage, and empower middle and high school student members of Civil
Rights Teams to be leaders within their school communities on issues relating to
confronting bias, prejudice, and harassment
n to increase the awareness and commitment of schools, parents, and community
members to address the problem of bias-motivated harassment
n to foster constructive relationships between the local school department, the local
police department, and the Civil Rights Team Project
n to improve the school experience for members of targeted groups (racial, religious,
sexual orientation, national origin, etc.) by increasing their feelings of safety within
their schools
n to ensure a school climate that will decrease both the incidents of bias-motivated
harassment and the routine use of hate language
Fee Structure: Grant funded
Evaluations: Evaluation of program currently underway
Contact: Senior Assistant Attorney General

L&S Building, 2nd Floor
P.O. Box 1789
Charleston, WV 25301-1789
Phone: 304-558-0546
Program: COUNCIL FOR UNITY
Organizational Sponsor: The National Council for Unity, Inc.
Description: School-based chapters in elementary, middle, and high schools with peer leaders
recruited by school counselors, teachers, parents, and existing members. A customized
curriculum enables participants to form relationships with peers from many cultures,
develop empowerment skills, and create networks to make schools and communities
safer and more unified.
History: The National Council for Unity is a not-for-profit organization founded in 1975 with a
history of promoting intergroup relations and reducing violence in schools and
communities. Founding members of the National Council for Unity were gang leaders
from different racial and ethnic groups who put aside their differences to end racial

conflict in and around a high school in New York City. The National Council for Unity
engages more than 5,000 participants across the country from as early as third grade.
Scope: National
Training: Training includes opportunities to develop skills in leadership, mediation, and advocacy
during and after school hours.
Resources: 27-lesson curriculum

Video series to support lessons
Technical assistance, as needed
Requirements: Dedicated faculty member to coordinate the program
Goals/Objectives: n to change the way schools consider youth empowerment

n to give young people skills to transform their environment and themselves
Fee Structure: Fee charged (provides assistance to schools in finding external funds for the program)
Evaluations: The program has been evaluated by an independent auditor which found 94% of
participants graduate from high school, 96% of participants go on to higher education,
70% of principals reported a decrease in violent crime at their school, and 100% of
participants reported that the program had a positive impact on their lives.
Contact: Justine Luongo, Vice President of Operations

The National Council for Unity, Inc.
48 East 21st Street
New York, NY 10010
Phone: 212-598-6816
Web site: www.councilforunity.org
Program: GENERATION OF PROMISE
Organizational Sponsor: The Generation of Promise Program
Description: This is a one-year program for high school juniors, which seeks to prepare a selected
group of racially, ethnically, religiously, and economically diverse student leaders from
the Metropolitan Detroit area for leadership in the community.
History: The program began as a cooperative effort formed by graduates of Leadership

Development Detroit and Birmingham Public Schools Experiential Learning Center,
which coordinated the program for nine years. The program is currently operated by
Focus: HOPE in Detroit.
Scope: Local (Detroit, MI)
Training: High school peer leaders meet one full day each month for nine months to focus on the
resources, leadership, and critical issues that influence the quality of life in metropolitan
Detroit. Session topics include education, volunteerism, racial/cultural diversity,
economic development, and youth leadership issues. Full-day sessions explore
community issues through group meetings and community field trips.
Resources: Individually developed in conjunction with topic
Requirements: School-based liaison, volunteer community facilitators, community site for monthly
sessions, transportation for participants
Goals/Objectives: n to establish networks among students and community leaders who may otherwise
have no contact with one another
n to increase positive interactions between city and suburban youth by dispelling
misconceptions and encouraging mutual respect and a shared commitment to the
recovery and advancement of the community
n to expose young leaders to issues, concerns, and challenges that confront
communities
Fee Structure: No cost (grant funded)
Evaluations: None available
Contact: The Generation of Promise Program

1355 Oakman Boulevard
Detroit, MI 48238
Phone: 313-494-4565
Web site: www.generationofpromise.org
Program: HANDS ACROSS THE CAMPUS
Organizational Sponsor: American Jewish Committee (AJC)
Description: This program, developed by the AJC, helps promote tolerance and combat prejudice in
secondary schools across the country. Hands Across the Campus combines an
adaptable in-class curriculum and a peer leader program that can be adapted to meet the
specific needs of any school.
History: Developed in the early 1980s by the AJC and the Los Angeles Unified School District,
following dramatic changes in the ethnic, racial, and religious make-up of students and
the larger community, Hands Across the Campus was designed to address the
intergroup conflict that sometimes accompanies demographic changes. It originated as
a program that could expand students’ understanding and exposure to many different
cultures. AJC later introduced the program in other cities around the country.
Scope: National
Training: Students are trained in the Student Leadership Training Program by AJC-trained school
staff.
Core American Values Curriculum (lesson plans about fundamental American
principles that can be used in the classroom)
Conflict Resolution Skills for High School Social Studies (classroom lessons that teach
students how to manage conflict on or off the school campus)
Workshops
Local Teacher Workshops conducted by AJC trainers
Hands Across the Campus Practitioners Workshop (annual workshop exposing
educators to Hands techniques used in schools around the country)
Student Leadership Training Program (a guide and series of “Ethnic Sharing” exercises)
Requirements: Trained faculty sponsor and creation of after-school club
Goals/Objectives: n to bring diverse segments of the student body closer together

n to diffuse existing intergroup tensions
n to create an environment that nurtures constructive intergroup relations on and
beyond the school campus

Fee Structure: No fee
Evaluations: Program materials have been revised and expanded by experienced educators and
curriculum developers and approved by Teachers College, Columbia University.
Contact: Ann Schaffer, Director

Arthur and Rochelle Belfer Center for American Pluralism
The American Jewish Committee
P.O. Box 705
New York, NY 10150
212-891-6746
Web site: www.ajc.org/WhoWeAre/Programs.asp?did=383
Program: HELP INCREASE THE PEACE PROGRAM (HIPP)
Organizational Sponsor: American Friends Service Committee
Description: HIPP provides workshops on racism, prejudice, and difference. Students learn how to
be conflict mediators. The program can be school-based but is also use in community
youth organizations.
History: HIPP was established in 1990 by the American Friends staff in Syracuse, NY to address
violence in schools.
Scope: National
Training: Series of six 2 1/2-hour sessions over the course of three days with 15-20 youth and
adults; follow-up sessions available
Resources: Consultation and training overview for people interested in starting a HIPP in their
school or community; introductory workshops to introduce the program and help
people understand and experience group dynamics; follow-up programs to help schools
and other organizations develop independent and ongoing programs; facilitator’s
manual which describes how to do HIPP exercises and games, design an HIPP
workshop, and work in schools and communities
Requirements: Program implementation requires at least one faculty advisor, facilities and support for
workshops, and an ongoing commitment to work in this area either through HIPP or
another school organization.
Goals/Objectives: n to teach students leadership skills

n to improve race relations and increase student interest and involvement in social
change
n to increase individual self-esteem
n to give students a voice, and to create a sense of power in students
Fee Structure: Costs vary (average workshop cost is $1,000)
Evaluations: The HIPP at Cardozo High School in Washington, D.C. was honored in 1998 by former
First Lady Hillary Rodham Clinton and Team Harmony™. The program was
recognized, along with four others in the D.C. metropolitan area, for its commitment to
combating racism, promoting respect for all persons, and cultivating a long-range
program that embraces diversity in the school and community.
Contact: Kathryn Liss

HIPP Network Coordinator
4806 York Road
Baltimore, MD 21212
Phone: 410-323-7200
Web site: www.afsc.org/hipp.htm
Program: NON-VIOLENCE PROJECT – AMBASSADOR AND GIRLS’VOICE PROGRAMS
Organizational Sponsor: Non-Violence Project
Description: This model includes a combination of projects and programs designed to teach
alternatives to violent behavior and to motivate and engage young people in positive
action to make communities safer and healthier. The project provides opportunities for
participants to share experiences with violence and talk about the ongoing health and
social consequences of violence. The project also emphasizes cultural understanding
and de-glorifies negative group involvement.
The Ambassador’s Program consists of ambassadors selected at school and community

centers who are guided to develop their own programs to develop non-violence. Girls’
Voice is a leadership program providing a safe setting for girls to develop and become
competent, capable, courageous, and compassionate young women. Girls’ Voice is
specifically focused on the issues of teen pregnancy and victimization of young women.
History: The Non-Violence Project was first developed in Sweden, then established in Miami-
Dade County in 1996, and expanded to Broward County in 1999.
Scope: Local (Miami-Dade and Broward Counties, FL)
Training: 6-week sessions in conflict resolution and leadership skills; the project encourages all
participants to sign a Peace Pledge, which promotes personal commitment and
responsibility.
Resources: Videos and curriculum available based on individual needs assessment
Requirements: Varies depending on particular program
Goals/Objectives: n to diminish the incidence of violence among young people by teaching students
cultural acceptance and knowledge as a deterrent to violence
Fee Structure: Fee (cost of materials only)
Evaluations: In 2001, City of Miami presented a proclamation naming May 3 Non-Violence Project
Day; “Award of Honor” from National Safety Council in 1999 and 2000; nominated as a
“Best Practice” by the Department of Housing and Urban Development; qualitative
evaluation conducted by Paul A. Rendulic, EdD., evaluation consultant from Nova
University. Testimonies of students indicate that the project is “providing information
that enables young people to make better choices” and “teachers acknowledge that they
have witnessed changes in students’ classroom behavior” (Rendulic 2001).
Contact: Diane Landsberg, Executive Director

The Non-Violence Project
Dupont Plaza Center
300 Biscayne Blvd Way, Suite 919
Miami, FL 33131
Phone: 305-358-6643
Web site: http://nvp-miami.org

Program: OPERATION US (UNITED STUDENTS)
Organizational Sponsor: William S. Hart School District and the City of Santa Clarita
Description: A program developed and presented by high school students to 6th graders, which
addresses racism and hate crimes in the community.
History: The program was created by the City of Santa Clarita’s Human Relations Forum in
response to an interracial stabbing. Operation US has conducted workshops for over
4,000 students and trained over 500 high school students as facilitators.
Scope: Local (Santa Clarita, CA)
Training: Students are trained by program coordinators. Workshop model is developed by

coordinators.
Resources: Trainer’s manual
Requirements: School board support, adult supervisors, city funding
Goals/Objectives: n to decrease hate incidents

n to provide positive high school role models
n to increase community involvement with schools
Evaluations: A reduction in the number of hate crime incidents in the school district has been
associated with program implementation.
Contact: Operation US
Valencia High School
27801 Dickason Drive
Valencia, CA 91355
Phone: 661-294-1188 ext. 514
Web sites: www.hart.k12.ca.us/valencia/clubs/operation
www.santa-clarita.com/cityhall/parks/hrforum.htm
Program: PEER ASSISTANCE AND LEADERSHIP (PAL®)
Organizational Sponsor: Workers Assistance Program, Inc./PAL® Services
Description: A program providing effective training in “resiliency” strategies. The peer helping
program combats problems such as violence in schools, drug abuse, teen pregnancy,
gang participation and school dropouts by providing a critical line of defense both at
school and in the home through building peer helping programs.
History: The program was established in 1980 by Grant Thomas at Austin High School in Austin,
Texas as a peer helping program, combining peer assistance and peer leadership
strategies originally developed in the late 1970’s. In 1989, PAL® became a part of the
state Workers Assistance Program. In 1992, a PAL curriculum was designed for K-12
schools.
Scope: National
Training: Initial and advanced training is available to help students, educators, and community
members learn strategies to implement the program.
Teacher’s Manual (step-by-step guidance on every aspect of the implementation of
the PAL® peer helping program for middle school and high school teachers)
Elementary Advisor Manual (teaching manual for elementary school educators)
Student Handbook (the companion to the Teacher’s Manual, this handbook is
designed for youth involved with the program)
Materials
Information Packets (includes quick guide to the program, accompanying research
evaluations, available training opportunities, a video, and much more.)
Requirements: Programs must meet programmatic standards described in the program manual.
Goals/Objectives: n to empower students to learn the skills necessary to constructively help others in their
school, community, and family life
n to strengthen communication skills to improve relationships in the community and
with peers and family members
n to teach life skills
n to build resiliency and assets in students
Fee Structure: Fee charged for program materials
Evaluations: The Center for Substance Abuse Prevention (CSAP) has selected PAL® as one of thirteen
promising programs in the nation.
Contact: Dana Blackwell, Program Director

PAL® Services
3410 Far West Blvd, Suite 250
Austin, TX 78731
Phone: 1-800-522-0550
Web site: www.palusa.org
Program: RESOLVING CONFLICT CREATIVELY PROGRAM (RCCP)
Organizational Sponsor: Educators for Social Responsibility (ESR)
Description: RCCP is a research-based K-12 school program in social and emotional learning, focused
on conflict resolution and intergroup relations. The RCCP model supports school staff,
parents, families, and the community in teaching young people conflict resolution skills,
promoting intercultural understanding, and providing models for positive ways of
dealing with conflict and differences.
History: RCCP began in 1985 as a collaboration of the New York City Public Schools and
Educators for Social Responsibility’s New York chapter (ESR Metro). The RCCP
National Center was established in 1993 to forge multi-year partnerships with school
districts to support RCCP dissemination efforts throughout the country.
Scope: National
Training: The peer training aspect of this program involves a 3-day training for students, staff, and
coaches that includes skills training and information for sustaining the program. ESR
provides follow-up training as needed.
Resources: Numerous curricular resources available within the context of individual programs
Requirements: RCCP requires a school and community commitment to implement the 4-year
curriculum.

Goals/Objectives: n to ensure that young people develop the social and emotional skills needed to reduce
violence and prejudice, form caring relationships, and build healthy lives
Fee Structure: Fee charged (between $30,000-$50,000 annually)
Evaluations: In 1993, Dr. J. Lawrence Aber of Columbia University led a program evaluation in 15
elementary schools in New York City. The findings indicated that compared with
children who had little or no exposure to the curriculum, children receiving RCCP
instruction developed more positively. They perceived their social world in less hostile
ways, saw violence as an unacceptable option, and chose nonviolent ways to resolve
conflict. An independent evaluation of three elementary schools, one middle school,
and one high school in RCCP’s Atlanta site, released in May 1998 by Metis Associates,
found that 64% of teachers reported less physical violence in the classroom, 75% of
teachers reported an increase in student cooperation, and 92% of students felt better
about themselves.
Contact: Jennifer Selfridge, RCCP Program Director

Educators for Social Responsibility
23 Garden Street
Cambridge, MA 02131
Phone: 617-492-1764 ext. 31
Web site: www.esrnational.org/about-rccp.html
Program: ROAD TO UNDERSTANDING (RTU)
Organizational Sponsor: Blue Earth Area Schools
Description: The Road to Understanding is a project created to help 8th grade students understand
and appreciate the differences between a rural and urban setting as well as differences
in ethnic backgrounds. Senior high students work with the 8th grade teaches and
students during the junior high Advisor/Advisee time to present lessons dealing with
diversity and accepting differences. The project includes a pen pal component, guest
speakers from diverse backgrounds, classroom lessons, and student exchange day. RTU
has received assistance from the Southern Poverty Law Center, the Constitutional Rights
Foundation, and the National Youth Leadership Council.
History: RTU started in 1992-93 when several students returned from the National Youth
Leadership camp. The students felt a need for a program that allowed participants to
learn more about people from different backgrounds.
Scope: Local (Blue Earth, MN)
Training: Peer leader training is conducted for one week each year. The training helps students
learn more about themselves and their abilities to influence their relationships with
family and with others. Selected RTU trainers attend a 6-hour training session specific
to this program conducted by an outside facilitator.
Resources: Lessons for students available by email
Requirements: Dedicated faculty coordinator, high school volunteers, facilities for training sessions,
and a partner school for the pen pal portion of the program.
Goals/Objectives: n to help students accept and appreciate differences

n to help students learn more about their own history and heritage
n to dispel stereotypes about city and rural life
n to facilitate relationships between students from different backgrounds
n to help students accept individuals based on who they are, not the group they belong to
Evaluations: An annual internal evaluation/survey is conducted with 8th grade participants, and
peer leaders encourage the continuation of the lessons. Trainers also evaluate the lessons
each year to consider how lessons can be improved.
Contact: Sharon Van Kley, Youth Development Service Coordinator

Blue Earth Area High Schools
1125 Highway 169 N.
Blue Earth, MN 56013
Phone: 507-526-3249
Web site: www.blueearth.k12.mn.us/jh/rtu.htm
www.blueearth.k12.mn.us/district/community_ed/index.htm
Program: SOCIALLY TOGETHER AND NATURALLY DIVERSE (S.T.A.N.D.)
Organizational Sponsor: Socially Together and Naturally Diverse
Description: This multicultural student organization actively promotes cultural acceptance through
school-wide cultural celebrations, field trips, focus group meetings, unity meetings with
other cultural clubs on campus, community service, multicultural electives, and the
monthly newspaper Rhythms. For example, the Pierce Middle School chapter of
S.T.A.N.D. in Merrillville, IN performed a non-violence play for local schools and was
instrumental in the removal of a music poster from a local music store that featured
young children holding guns with the caption “Hate Your Friends.”
History: The program began on one campus in 1990 as an attempt to fight prejudice and racism
while promoting strength through diversity.
Scope: National
Training: Training is based on exercises in the leadership handbook.
Resources: Leadership handbook, print and online versions available
Requirements: Creation and maintenance of a student organization, dedicated faculty sponsor
Goals/Objectives: Goals are embodied in the S.T.A.N.D. Declaration of Beliefs which emphasizes:
n the need for human rights, understanding, and acceptance of difference
n a safe school environment
n the empowerment of students and staff with the skills for responsible decision
making, problem solving, conflict resolution, and social action
Evaluations: The program received the 2001 YWCA Buddy Russell Human Rights Award. Advisor
Brian Jeffrey was awarded a Crystal Apple from NBC for his work with S.T.A.N.D.
Contact: Christine Jeffrey, S.T.A.N.D. Advisor

Socially Together and Naturally Diverse
11801 Lark Drive
Rancho Cucamonga, CA 91701
Phone: 909-989-1600
Web site: http://www-scf.usc.edu/~stand/

Program: STUDENT LEADERS PROJECT
Organizational Sponsor: Center for the Prevention of Hate Violence (Center)
Description: A peer leadership program for middle and high school students designed to provide
young people with the skills, confidence, and courage to speak up when others engage
in harassing conduct toward their classmates. The program is a full day workshop
focusing on the impact of degrading language, the existence of diversity within the
school, and building skills through role playing for low key interventions when
degrading language is used. The Center also provides a half-day workshop for faculty
on similar issues. An optional school program includes a keynote address for students
followed by small group discussions led by student leaders.
History: The project was developed in 1999 in middle schools and high schools in the state of
Maine.
Scope: Regional (New England)
Training: Conducted by the Center, the interactive training includes information on hate crime
laws, the impact of hate crimes and harassment on victims, and role-playing and other
exercises designed to teach low-key intervention skills.
Resources: Handbook and Internet support for faculty advisors
Requirements: Off-site location for the student workshop and two faculty advisors who attend the
student workshop and who continue to serve as ongoing resources for student leaders
Goals/Objectives: n to provide students with the empathy, confidence, and skills to intervene in low-key
ways to address harassment before it escalates to more serious conduct
Fee Structure: Fee charged (cost varies depending on the scope of work)
Evaluations: An independent evaluation is in process.
Contact: Stephen L. Wessler, Director

Center for the Prevention of Hate Violence
University of Southern Maine
P.O. Box 9300, 96 Falmouth Street
Portland, ME 04104-9300
Phone: 207-780-4756
Web site: www.cphv.usm.maine.edu/slp.htm
Program: STUDENTS’CIVIL RIGHTS TEAM
Organizational Sponsor: Governor’s Task Force on Hate Crimes
Description: A program implemented by ten Massachusetts schools to prevent hate-motivated crime

and harassment through high school student peer leadership, Civil Rights Teams.
History: Initiated during 1999-2000 by the Student Civil Rights Project in collaboration with the
National Conference for Community and Justice when seven pilot Civil Rights Teams
came together in October 1999 at Horizons for Youth in Sharon, MA. The retreat
challenged participants to critically examine their own perceptions about prejudice,
discrimination, inequality and their effects on civil rights and student safety. The
Student Civil Rights Project was developed by the Governor’s Task Force on Hate
Crimes in 1998 in response to escalating incidents and reports of harassment and violent
hate crimes in Massachusetts schools.
Scope: Regional (Massachusetts)
Training: Team-building, leadership development, and community mapping exercises prepare

teams to develop projects to address their school’s unique needs. Students continue to
participate in annual retreats and a statewide conference in the spring of each year.
Flashpoint 2 – Close-up on Civil Rights
All Together Now! (elementary curriculum from the Leadership Conference
Education Fund)
Video
Opening the Door to Diversity (a Court TV program)
Requirements: Program implementation requires a dedicated faculty sponsor and selected student
team members.
Goals/Objectives: n to increase the safety of elementary, middle, and high school students by reducing the
incidence of bias motivated harassment and violence in schools
Fee Structure: Fee charged ($500 co-pay with available scholarships)
Evaluations: Auditors from the Department of Justice reviewed the program and found that it was
effective in reaching its goals.
Contact: David Rudewick, Student Civil Rights Director

Governor’s Task Force on Hate Crimes
Exec. Office of Public Safety Programs Division
1 Ashburton Place, Suite 2110
Boston, MA 02108
Phone: 617-727-6300 ext. 25359
Web site: www.stopthehate.org/about/SCRTeams.php
Program: STUDENTS TOGETHER OPPOSING PREJUDICE (S.T.O.P.)
Organizational Sponsor: Our Lady of Fatima Roman Catholic Church, Congregation Beth El, and Sudbury United
Methodist Church
Description: STOP is a faith-based peer leadership program in which students teach each other about
the similarities and differences between different faiths, emphasizing respect for all
people. STOP includes a six-week curriculum of two-hour lessons aimed at middle
school students from the three congregations. Sites of weekly meetings alternate
between congregations. When groups meet at a congregation for the first time each year,
host students present a short teaching on their faith. Participants learn to value
individual uniqueness, and that every community is enriched by its diversity.
History: STOP was created and implemented in conjunction with the New England Regional
Office of the Anti-Defamation League in response to anti-Semitic incidents in the
Western suburbs of Boston in the late 80s and early 90s.
Scope: Local (greater Boston area)
Training: Six-week curriculum of 2-hour training sessions for student participants
Resources: Program leaders are available for consultation

Requirements: A group of supervising adult leaders from diverse faith backgrounds to facilitate initial
training and maintain the program until student leaders are developed; neutral meeting
space rotated among the “home grounds” of the participating congregations
Goals/Objectives: n to open students’ eyes to the many forms of bigotry and racism
n to give students strategies to confront racism when they encounter it
n to initiate conversations between adults and young people about discrimination
Evaluations: The program received recognition from the Clinton Administration through the efforts
of the National Conference on Community and Justice.
Contact: Susan Murphy, Director of Religious Education

Our Lady of Fatima Parish
160 Concord Road
Sudbury, MA01776
Tel. 978-443-9166
Web site: www.fatimasudbury.org/religioused.htm
Email: [email protected], [email protected]
Program: TEEN EMPOWERMENT
Organizational Sponsor: The Center for Teen Empowerment
Description: Teen Empowerment hires and trains urban youth to be community organizers.
Programs are located in local high schools and at one community site.
History: Teen Empowerment was founded by Stanley Pollack in 1992 after the murder of Jorge
“Domestik” Ramos, a popular young man who had been working as a youth counselor
in Boston.
Scope: Local (Boston area high schools)
Training: Hired youth receive extensive training in motivation, skill development, community
organizing, and behavior management.
Resources: The Art of Group Facilitation: The Teen Empowerment Guide to Interactive Group Work
Methods, informational video resources
Requirements: Independently operated in cooperation with schools; students are paid employees
Goals/Objectives: n to realize the potential of inner-city youth to build healthier communities and schools
Evaluations: No information currently available
Contact: The Center for Teen Empowerment

48 Rutland Street
Boston, MA 02118
Phone: 617-536-4266
Web site: www.teenempowerment.org
Program: YOUTH AS RESOURCES (YAR)
Organizational Sponsor: Center for Youth as Resources
Description: Youth as Resources is a community-based program that provides grants to young

people to design and carry out service projects that address social problems and
contribute to positive community change.
History: The concept of Youth as Resources, developed by the National Crime Prevention
Council (NCPC), was first tested in Teens as Community Resources in Boston in 1986
through funding from the Boston Foundation. In 1987, a grant from the Lilly
Endowment, Inc., enabled NCPC to pilot the Youth as Resources program model in
three Indiana communities. Within a few years, the YAR model expanded beyond
Indiana’s borders, and in 1995, with continuing support from the Lilly Endowment, Inc.,
the Center for Youth as Resources (CYAR) was established as a separately incorporated
organization.
Scope: National/international (U.S., Canada, Poland, and New Zealand)
Training: Varies with program design
Developing Communities in Partnership with Youth: A Manual for Starting and
Maintaining Youth as Resources Program
Changing Perspectives: Youth as Resources (80-page booklet about YAR history,
achievements, and philosophy)
Reconnecting Youth and Community: Youth as Resources in Juvenile Corrections
(description of and guide to YAR programs in juvenile corrections settings)
Videos
Youth as Resources: The Power Within (15-minute video about the story of YAR)
Youth as Resources: The Power to Change (15-minute video about YAR programs in
Indiana and Chicago housing projects)
Requirements: A local program sponsor, grant money to support projects, a local board of youth and
adults to award grants, a local YAR director, and adult volunteers
Goals/Objectives: n to support the principle of fighting bias, bigotry, and racism

n to promote understanding and respect among all races, religions, and cultures
through advocacy, conflict resolution, and education in youth
n to connect youth from different cultures to work for a common purpose
n to give grants to youth at the grassroots local level (DC) to improve their communities
n to affirm youth’s capacity to solve community problems and to change the negative
perception of youth to a positive one
Fee Structure: Fee charged for cost of materials
Evaluations: Three years after the initial program was launched, an independent evaluation was
conducted that indicated that the program successfully meeting its goals.
Contact: Center for Youth as Resources Headquarters

1000 Connecticut Ave, NW, Suite 1300
Phone: 202-261-4131
Web site: www.cyar.org

SECTION FIVE
THE PARTNERS AGAINST HATE PEER

LEADERSHIP MODEL
INTRODUCTION comprehensive training and resources on
preventing bias-motivated harassment and
Partners Against Hate brings together the violence in schools. The program develops two-
extensive experience of the Anti-Defamation person training teams capable of conducting half-
League, the Leadership Conference on Civil day in-service workshops for middle school
Rights Education Fund, and the Center for the faculty and staff, and full-day workshops for
Prevention of Hate Violence. This hate crime middle school student peer leaders at schools in
prevention and intervention collaboration their regions. Members of training teams bring a
provides educators, parent and families, law background and expertise in law enforcement,
enforcement agencies, community members, and youth development, and education. Through
youth with the skills, resources, and support to participation in the program, Partners Against
prevent, deter, and reduce juvenile hate-related Hate trainers gain familiarity with current
behavior. information about applicable state and federal
hate crime laws and have opportunities to
As a part of its goal to share information about practice the Faculty In-Service Workshop and
promising education and counteraction strategies Student Peer Leaders Workshop models.
for the wide range of community-based
professionals who work with and interact with The Faculty In-Service Workshop is a half-day
youth, Partners Against Hate developed a peer workshop for middle school faculty and staff on
leadership program to provide students and the prevention of bias, prejudice, and hate crimes.
educators with the training, resources, and The workshop may be provided as an
support to take action to break the cycle of hate independent program, and is also strongly
and fear. This program is based on the Partners recommended for schools participating in the
Against Hate Peer Leadership Model. Student Peer Leaders Workshop, fully detailed
later in this section. Faculty in-service workshops
assist schools in building support for students’
efforts to challenge name-calling and other bias-
THE PEER LEADERSHIP MODEL AND
motivated interactions among their peers.
COMPONENT PIECES
The Faculty In-Service Workshop provides
The Partners Against Hate Peer Leadership participants with an understanding of the extent
Model promotes school and community of bias, harassment, and hate crimes in middle
environments where all students are physically schools, the impact of bias and harassment on
and emotionally safe, and is designed to address students, an overview of federal and state hate
conduct, not beliefs. The Peer Leadership Model crime laws, and practical skills for intervening at
has three integral components: a training-of- the earliest levels of harassment. The workshop
trainers program, peer leadership training, and also explores the emotional impact of degrading
online resources and support. language on students and the ways bias-
motivated behaviors can escalate into threats and
violence. Opportunities are provided for
Training-of-Trainers Program participants to develop and practice skills and
strategies for responding to verbal harassment,
The Partners Against Hate Middle School Hate threats, and hate behaviors. These skills and
Crime Prevention Training-of-Trainers provides strategies will assist teachers and other school
participants who work with educators and youth personnel in creating civil and respectful
educational environments. include students from all groups that comprise
the school community, as described earlier in this
guide (see page 24). The greatest benefits to
Peer Leadership Training students and the school community as a whole
are derived from assembling a group that
In schools across the country, the use of includes students from both traditional and non-
degrading language and slurs by students traditional leadership roles within the school.
targeting their peers because of their race, Program planners should consider both students
religion, ethnicity, sexual orientation, gender, who have demonstrated their leadership skills in
ability, or other difference is pervasive. When traditional roles and those students who may
name-calling and slurs are readily accepted and have demonstrated their potential for leadership
allowed to become commonplace, the resulting in negative ways, by engaging in bullying,
environment supports the escalation of negative teasing, taunting, or harassing other students. A
behaviors from slurs to harassment, harassment positive change in the behavior of these students
to threats, and threats to violence. This pattern of can often be the most effective tool to influence
escalation is present in many school-based hate other students to stop engaging in these
crimes. Even in the absence of escalation, the use behaviors. This can lead to a shift in the climate
of degrading language significantly affects many of the school that could not have been achieved
students, producing feelings that range from without the participation of these non-traditional
discomfort to extreme fear. For many students leaders.
who are targeted by slurs or harassment, these
negative behaviors define their educational Student Peer Leaders Workshops provide
experience. opportunities for students to explore the
emotional impact of degrading language, learn
The Student Peer Leaders Workshop provides about the potential for escalation from language
middle school students with an understanding of to violence, and develop empathy and
the impact of degrading language and provides understanding toward all students and groups
opportunities for students to develop the within the school. Through role-playing and
practical skills, motivation, and confidence to group problem-solving, peer leaders begin to
intervene in effective ways. By interrupting the develop skills for intervening when bullying or
use of slurs and degrading language, students name-calling occurs in their presence.
can be leaders, role models, and allies for other
students, breaking the pattern of escalation from The Student Peer Leaders Workshop is
language to violence and, consequently, playing a interactive, and the content is designed to create a
key role in reducing the risk of hate crime in powerful impact on students in a short period of
schools. Students’ willingness to consistently time. The goal of the workshop is to motivate
challenge put-downs has the potential to change and encourage students to act as leaders and role
a school’s climate from one where bullying, models when they witness incidents of bias,
harassment, and other bias-motivated behaviors prejudice, and teasing. Empathy development is
are commonplace to one where students treat one coupled with opportunities to develop
another with dignity and respect. intervention skills, and peer leaders leave the
training with concrete ideas about how to change
The Student Peer Leaders Workshop is a full day the school’s climate. Whether peer leaders
program for students and interested school staff. intervene when friends engage in disrespectful or
Workshops typically include 25 to 30 students degrading conduct, change their own use of
and one or more program coordinators or other degrading language, or sit with a lonely student
interested school personnel. As part of the at lunch, students leave the workshop with their
program, participating school staff receive own ideas about how to increase school civility.
resources to assist them in coordinating follow-up Peer leaders develop a sense of unity as a group
strategies for peer leaders in their school. of diverse students within the school, who are
committed to supporting one another in efforts to
Selection of peer leader participants should make their school safer for everyone.
Page 54 The Partners Against Hate Peer Leadership Model

Online Resources and Support community. The Partners Against Hate Web
site (www.partnersagainsthate.org) provides
Technology-based communication advances are comprehensive online support and resources for
providing individuals and organizations educators and students, including information on
interested in preventing youth hate crime with model anti-bias and peer leadership programs,
access to a database that provides current data on
the unprecedented ability to harness technology
the magnitude of hate violence in the U.S.,
to educate and change hate-related behaviors in
information on federal and state hate crime laws
ways never before imagined. Partners Against
and initiatives, guidelines for families, resources
Hate employs the strategic use of the Internet to
and recommendations for law enforcement
build on existing hate crime prevention personnel and community and business leaders,
programs, making them more interactive, and links to additional online resources.
accessible, and sustainable. Educators can obtain classroom activities and
students can locate educational resources. The
Partners Against Hate blends an array of Web site was designed to support the many
organizational resources that enhance Partners Against Hate program initiatives and
understanding of promising practices to regional efforts to develop effective interventions
address hate violence in all segments of the built on accurate information.
Student Peer Leaders Workshop Annotated Agenda
Module Time Material Covered
Introductions and 15 minutes The two facilitators will introduce themselves and discuss the focus
Ground Rules and goals of the workshop. The facilitator with a law enforcement
background will describe a school hate crime case that illustrates the
escalation from the routine use of degrading language and slurs to
violence. The facilitators will explain the ground rules for the
workshop.
Assessment 5 minutes Students will assess the seriousness of bias, prejudice, and
harassment in their school.
Stand-Ups 10 minutes Students will participate in an exercise that focuses on the different
types of harassment in the school.
Student Statements 10 minutes Students will read statements written by other students in prior
workshops describing specific incidents of bias, prejudice, and
harassment which happened to them or others they know in their
schools. The facilitators will lead a discussion on the impact of
hearing these statements.
Dominoes Activity 20 minutes Students will do an exercise to enhance their understanding of the
extent of diversity within the group and also the extent to which
they are connected to one another.
BREAK 10 minutes
Civil Rights 20 minutes Facilitators describe applicable hate crime laws and explain the
Overview different types of school-based hate crimes.
Module Time Material Covered
Language Exercise 25 minutes Students identify the differences between the emotional impact on
targets of bias-motivated harassment and the impacts on those
students who are harassed for other reasons. The exercise highlights
the fear that many students from traditionally targeted groups
experience as a result of bias-motivated harassment. The students
are also introduced to the “Pyramid of Hate” to explore how hurtful
words can escalate to physical violence.
“What If I Woke 10 minutes Students discuss what would be different about their school if they
Up...” woke up one day and found that there was no longer any
harassment. The facilitators will lead a discussion that focuses on
what students can do to exercise leadership skills to bring a school as
close to that goal as possible.
Commercials 30 minutes Students will work in small groups to develop ads that encourage
students in their school to stand up and speak out against bias and
harassment.
Writing Student 10 minutes Students write down two incidents of bias, prejudice and harassment
Statements that have occurred to them or someone they know in their school.
LUNCH 30 minutes
Skills for 60 minutes Students create role-plays that focus on skills for intervening and
Confronting Bias interrupting harassment involving degrading language and slurs.
Postcards 15 minutes Students plan action steps for when they get back to school.
Students write several action steps on a postcard (which the
facilitators will mail to the students as a reminder later).
Closing and 25 minutes Students are given the opportunity to volunteer to read some of the
Evaluations action steps on their postcards. Students complete written
evaluations of the workshop. The facilitators make brief closing
remarks.
SUSTAINING THE PEER LEADERSHIP follow-up efforts to sustain the energy,

PROGRAM enthusiasm, and motivation that emerges at the
end of the workshop day. Students may suggest
The Student Peer Leaders Workshop provides a useful strategies during the workshop’s action
unique opportunity for students and educators to planning module, and these suggestions should
set aside the responsibilities of their daily lives receive serious consideration as follow-up
and to share opportunities to explore: implementation projects. Additional suggestions
are described below.
n the impact of negative attitudes and
behaviors on the educational experience of
students in their schools; Recognition and Support
n their own roles in making justice and equity
Taking action to make schools safer, more
realities for everyone.
respectful, and inclusive of all groups can be
challenging and, at times, difficult for students.
The ultimate impact of this programming on Peer leaders can be supported in this process by
schools and their communities is strengthened by coming together to share their experiences and

feelings about their successes and challenges. interest in promoting respect among all students.
Schools and communities can develop a variety Concerns can be addressed by clarifying that
of ways to provide recognition for the efforts of participation in the program does not require that
peer leaders. Special recognition events, students embrace particular ideologies nor will
certificates, and awards are some ways peer any student be criticized for their personal or
leaders can be recognized. family beliefs.
The Partners Against Hate Peer Leadership

Sharing the Experience Model promotes school and community
environments where all students are physically
Schools can support peer leaders’ motivation and and emotionally safe, and is designed to address
commitment to challenge intolerance by conduct, not beliefs. Peer leadership assists
providing opportunities for peer leaders to visit students in recognizing that individuals are
homerooms or other school or youth groups. entitled to their personal beliefs, and that no
Making brief presentations allows peer leaders to student should be allowed to engage in conduct
share information about their experiences at the that harms or imperils the safety of others.
Student Peer Leaders Workshop and to express Regardless of their race, religion, sexual
their hopes for creating a civil and respectful orientation, gender, or disability, students should
atmosphere in the school. never have to go to school fearing for their safety.
Students who are fearful cannot attend to their
studies and meet the demands of school. The
Partners Against Hate peer leadership program
School-Wide Events
provides students and educators with the
training, resources, and support to prevent the
Schools may bring in speakers, either from
escalation of hate behaviors through the power of
Partners Against Hate or other organizations, to positive peer influence.
speak to the entire school about hate crimes, bias
harassment, and prejudice. Educators can
organize curricular interventions that align with
the goals and objectives of peer leadership. ONGOING ASSISTANCE
Assemblies can be developed to bring these
issues to a larger portion of the school community
Changing the climate of any institution or
and to support peer leaders’ efforts to promote
organization is a slow process. Schools that are
respect and civility among their peers. successful in creating safe and respectful climates
remain focused on preventing harassment year
after year. These schools implement and
maintain a variety of prevention programs.
ADDRESSING CONCERNS
A network of support is available to educators
Occasionally, members of the school community and students engaged in the Partners Against
have different perspectives about the need to Hate program. As challenges or concerns arise,
address the prevention of harassment and hate Partners Against Hate is available to provide
crimes with students. When concerns about assistance to students and educators involved in
proposed strategies are raised, both in the initial peer leadership programs at schools and youth
planning process and over the course of the year, organizations. Assistance, additional support,
it is important to explore them so that the entire and contact information is available through the
school community can work together to create a Partners Against Hate Web site at
safe and respectful learning environment. For www.partnersagainsthate.org.
example, a common “put-down” in many
secondary schools is for one student to call For more information and assistance in
another a name based on prejudice toward gays implementing the Partners Against Hate Peer
and lesbians. Peer leaders’ intervening in such Leadership Model, contact Michael Wotorson,
incidents of name-calling is rooted in their Project Director, at (202) 452-8310.
REFERENCES Gladwell, M. (2000). The Tipping Point. Boston,
MA: Little, Brown and Company.
2000 Annual Report on School Safety. Report.

(2000). Washington, DC: U.S. Departments of Gottfredson, G.D., Gottfredson, D.C., and Czeh,
Education and Justice. E.R. (2000). National Study of Delinquency
Prevention in Schools. Ellicott City, Maryland:
Gottfredson Associates, Inc. Retrieved April
Batsche, G.M. and Knoff, H.M. (1994). Bullies and 18, 2002, from the Web:
their victims: understanding a pervasive www.gottfredson.com/national.htm.
problem in the schools. School Psychology
Review 23(2): 165-174.
Hesselbein, F., Goldsmith, M., and Beckhard, R.
(1996). The Leader of the Future. San Francisco,
Boccia, J.A. (1997). Students Taking the Lead: The CA: Jossey-Bass.
Challenges and Rewards of Empowering Students
in Schools (New Directions for School Leadership
#4). San Francisco, CA: Jossey Bass. Kaufman, P., Chen, X., Choy, S.P., Peter, K. et al.
(2001). Indicators of School Crime and Safety,
2001. Washington, DC: U.S. Department of
Cowie, H. (1999). Bystanding or standing by: Justice, Office of Justice Programs, Bureau of
Gender issues in coping with bullying. Justice Statistics. Retrieved April 18, 2002,
Aggressive Behavior 26(1): 85-97. from the Web: www.ojp.usdoj.gov/bjs/
abstract/iscs01.htm.
Cowie, H. and Naylor, P. (2000). Peer Support

Challenges Bullying in Schools. London: Kouzes, J. M. and Posner, B. Z (1995). The
University of Surrey Roehampton. Leadership Challenge. San Francisco, CA:
Jossey-Bass.
Dwyer, K., Osher, D., and Warger, C. (1998). Early

Warning, Timely Response: A Guide to Safe Latane, B. and Darley, J. (1970). The Unresponsive
Schools. Washington, DC: U.S. Department Bystander: Why Doesn’t He Help Me?
of Education. Retrieved April 18, 2002, from Englewood Cliff, NJ: Prentice Hall.
the Web: www.ed.gov/offices/OSERS/
OSEP/Products/earlywrn.html.
Lockwood, D. (1997). Violence Among Middle
School and High School Students: Analysis and
Implications for Prevention. Washington, DC:
Ericson, N. (2001). Addressing the Problem of
U.S. Department of Justice, Office of Justice
Juvenile Bullying. Fact Sheet #27. Washington,
Programs, National Institute of Justice.
DC: U.S. Department of Justice, Office of
Retrieved April 18, 2002, from the Web:
Justice Programs, Office of Juvenile Justice
www.ncjrs.org/pdffiles/166363.pdf.
and Delinquency Prevention.
Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J.,

Gabriel, R.M., Haskins, M., Hopson, T., and
Simons-Morton, B. and Scheidt, P. (2001).
Powell, K.E. (1996). Building relationships
Bullying behaviors among U.S. youth:
and resilience in the prevention of youth
Prevalence and association with
violence. American Journal of Preventative
psychological adjustment. Journal of the
Medicine 12(5): 48-55.
American Medical Association 285(16): 2094-
2100.

Naylor, P. and Cowie, H. (1999). The effectiveness Schaub, T., Lahiri, S. and Auerbach, J. (1997). The
of peer support systems in challenging school development of nontraditional student
bullying: The perspectives and experiences of leadership. In Students Taking the Lead: The
teachers and pupils. Journal of Adolescence Challenges and Rewards of Empowering
22(3): 467-479. Studdents in Schools, Judith A. Boccia, Editor.
San Francisco, CA: Jossey-Bass.
O’Connell, P., Pepler, D. and Craig, W. (1999).

Peer involvement in bullying: insights and Sheehan, K., DiCara, J.A., LeBailly, S. and
challenges. Journal of Adolescence 22(4) 437- Christoffel, K.K. (1999). Adapting the gang
452. model: peer mentoring for violence
prevention. Pediatrics 104(1): 50-54.
Oliver, R., Hoover, J.H., & Hazler, R. (1994). The

perceived roles of bullying in small-town Shiner, M. (1999). Defining peer education.
midwestern schools. Journal of Counseling and Journal of Adolescence 22(4): 555-566.
Development, Vol. 72, pp. 416-419.
Smith, P.K. and Brain, P. (2000). Bullying in

Olweus, D. (1993). Bullying at School: What We schools: Lessons from two decades of
Know and What We Can Do. Cambridge, MA: research. Aggressive Behavior 26(1): 1-9.
Blackwell Publishing.
Stevens, V., Van Oost, P., and de Bourdeauhuij, I.

Parker, J.J. (1995). Hate Crimes in Los Angeles Public (2000). The effects of an anti-bullying
Schools. Los Angeles, CA: Los Angeles intervention program on peers’ attitudes and
County Office of Education. behavior. Journal of Adolescence 22(4): 21-34.
Peterson, R.L. and Sciba, R. (2000). Creating Tiven, L. (2001). Student Voices. In Intergroup
school climates that prevent school violence. Dialogues: Deliberative Democracy in School,
Preventing School Failure 44(3): 122-129. College, Community, and Workplace, Schoem, D.
and Hurtado, S., Editors. Ann Harbor, MI:
University of Michigan Press.
Protecting Students from Harassment and Hate
Crime: AGuide for Schools. (1999) . Washington,
DC: U.S. Department of Education, Civil Vossekuil, B., Reddy, M., Fein, R., Borum, R., and
Rights Division, and National Association of Modzeleski, W. (2000). U.S.S.S. Safe Schools
Attorneys General, Bias Crime Task Force. Initiative: An Interim Report on the Prevention
Retrieved April 18, 2002, from the Web: of Targeted Violence in Schools. Washington,
www.ed.gov/pubs/Harassment. D.C.: U.S. Secret Service, National Threat
Assessment Center. Retrieved April 18, 2002,
from the Web: www.secretservice.gov/
Salmivalli, C. (1999). Participant role approach for ntac.shtml.
school bullying: implications for
Interventions. Journal of Adolescence 22(4):
453-459. Walker, S.A. and Avis, M. (1999). Common
reasons why peer education fails. Journal of
Adolescence 22(4): 573-577.
Sharp, S. (1996). The role of peers in tackling
bullying in schools. Educational Psychology in
Practice 11(4): 17-22. Weisbender, M.A. and Edwards, M.E. (1996). Peer
leadership programs in schools: historical
perspectives and plans for implementation.
Special Services in the Schools 12(1/2): 109-124.
Wessler, S.L. (2001). Sticks and stones. Educational

Leadership 58(4):28-33. Retrieved April 18, 2002,
from the Web: www.ascd.org/readingroom/
edlead/0012/wessler.html.
Youth Violence: A Report of the Surgeon General.

(2000). Washington, DC: U.S. Department of
Health and Human Services, Office of the
Surgeon General. Retrieved April 18, 2002,
from the Web: www.surgeongeneral.gov/
library/youthviolence/report.html.

1100 Connecticut Avenue, Suite 1020
Tel. (202) 452-8310 Fax. (202) 296-2371
www.partnersagainsthate.org

Peer Leadership Guide PDF

Uploaded by

Copyright:

Available Formats

Peer Leadership Guide PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Peer Leadership Guide PDF

Uploaded by

Copyright:

Available Formats

PEER

A resource for empowering youth to become role models

Written by Lorraine Tiven, Director of Peer Education

Photos on cover copyrighted by Comstock Images.

The text of this document is in the public domain. Authorization to reproduce

Partners Against Hate is a collaboration of the Anti-Defamation League, the

Partners Against Hate

Printed in the United States of America

The Partners Against Hate Peer Leadership: Helping Youth Become

Lorraine Tiven, Director of Peer Education for the Anti-Defamation

The primary goals of Partners Against Hate are as

Partners Against Hate coordinates its individual

Center for the Prevention of Hate Violence

CPHV develops and implements prevention

SECTION ONE. INTRODUCTION TO THIS GUIDE . . . . . . . . . . .1

SECTION TWO. THE NEED FOR PEER LEADERSHIP PROGRAMS .3

SECTION THREE. PEER LEADERSHIP PROGRAM

SECTION FOUR. PEER LEADERSHIP PROGRAMS . . . . . . . . . . . .27

SECTION FIVE. THE PARTNERS AGAINST HATE PEER

Page viii Table of Contents

INTRODUCTION TO THIS GUIDE

OVERVIEW schools. A rationale is presented for using

n The Partners Against Hate Peer Leadership

n The Need for Peer Leadership Programs –

THE NEED FOR PEER LEADERSHIP

- from The Leadership Challenge by

The Downward Trend in School Violence

Page 12 The Need for Peer Leadership Programs

The daily reality behind these statistics is that:

n 1 in every 10 students is threatened or injured with a weapon at school each year.

Evidence of Bullying, Harassment, and (hitting, kicking, spitting, pushing, taking

When the anti-social behaviors of young children

Page 14 The Need for Peer Leadership Programs

Page 16 The Need for Peer Leadership Programs

The Role of Educators

The following are strategies to consider in

Page 18 The Need for Peer Leadership Programs

Page 20 The Need for Peer Leadership Programs

PEER LEADERSHIP PROGRAM

COMPONENTS OF SUCCESSFUL PROGRAMS

1. Clearly defined goals and objectives

2. A context or area of focus

3. Broad support from the school community

Page 22 Peer Leadership Program Implementation

4. Consistent, committed adult leadership

5. An integrated educational process

6. Student-led program and activities

7. Opportunities for reflection and ongoing evaluation of efforts

Page 24 Peer Leadership Program Implementation

– Sukanya Lahiri 1, non-traditional student leader,

– participant in a workshop for 9th graders conducted by

– high school student participant in the BRIDGES

– from Megan’s Essay 2

appreciate each other’s differences . . . “ mentoring in modifying the attitudes and

The decision to initiate a peer leadership program

Page 26 Peer Leadership Program Implementation

Peer leadership program models vary greatly in

Page 28 Peer Leadership Program Implementation

The learning of the program content should occur Initial Training