Student conflict and issues between peers can have a detrimental effect on the learning environment for students. Not only does it create a tense environment for peers, it also can create a difficult time for teachers and school staff who are trying to create a positive learning atmosphere.

Arguments have been made to state that conflict in schools is not really an issue. Denying that violence in schools actually exists but those who sit on the other side of the fence state that in-school violence really is an issue. They suggest that few methods and programs need to be put in place to ensure that conflict is reduced and school violence is eradicated.

Rather than punishing students, there has been ways that researchers have been looking into bringing in programs to not only bring down student conflict in schools, but to also give students tools to be able to handle conflict (Johnson & Johnson, 1995).

Peer Mediated Programs

While Johnson and Johnson (1999) state that with some exception, there are a lack of long-term studies that really show the benefits of student mediated programs to combat student conflict. The methodology behind these studies still holds gumption. They also state that the criticisms around these programs do not so much come from the program themselves. It is argued that maybe the lack of success results from these peer-meditated programs. Possibly there is a lack of dedication in the implementation of these program from the school and the staff involved.

The aim of these programs though is to engage students to be proactive in engaging with each other. Also to give them the tools to be able to solve conflict rather than just giving them rules and punishments. By putting the onus on the students and giving them the tools to solve any conflict that may arise, it empowers them to work together to better the environment for everybody (Johnson & Johnson, 1995).

How Can These Programs Be Better Implemented?

The methodology is all there and that is a start, but without solid support and dedication from staff, then these programs may possibly fall on the wayside. If students are not motivated to combat school conflict themselves and are met with apathy from the teachers and staff, then to sustain these programs long term would be near impossible.

By teaching the skills of mediation, conflict strategies, effective communication and giving them more knowledge about being more sensitive to other student’s backgrounds and lifestyles, students will have more items in their toolbox and can give them the skills to handle situations if arise.

With strong implementation, students know that they can try to use these tools and be supported by staff around them, it gives students the confidence that they can seek out non-violent ways to combat conflict (Johnson & Johnson, 1999).

The argument may be there that school violence or conflict is not an issue, but there is nothing wrong with teaching students these skills because when it comes to life, knowing how to correctly handle conflict is a skill that will serve them well, and isn’t that what education is all about?

 References:

 JOHNSON, D. W., & JOHNSON, R. T. (1999). Learning together and alone: cooperative, competitive and individualistic learning. Boston, Allyn & Bacon.

JOHNSON, D. W., & JOHNSON, R. T. (1995). Reducing school violence through conflict resolution. Alexandria, Va, Association for Supervision and Curriculum Development. http://public.eblib.com/choice/publicfullrecord.aspx?p=3002131.