Addressing the challenges faced by early adolescents : a mixed-method evaluation of the benefits of peer support

In this article, we describe a mixed-methods study used to examine the effectiveness of a widely-used peer support program designed to facilitate the transition to adolescence and high school by enhancing self-concept and other desirable outcomes. For the quantitative component, a longitudinal design was employed (930 Grade 7 students, 3 schools, 2 years), with control group and baseline (i.e., pre-program) data against which to compare the effects. Using a multilevel approach, the results provide evidence to suggest that the program was largely successful in achieving its aims of enhancing studentsââ"šÂ¬Ã¢"žÂ¢ school self-concept, school citizenship, sense of self and possibility, connectedness, and resourcefulness. A sub-sample of students from the experimental group participated in the qualitative component, which included open-ended survey results ( n = 408 Grade 7 students, n = 75 peer support leaders) and focus groups ( n = 119 Grade 7 students, n = 44 peer support leaders) to identify studentsââ"šÂ¬Ã¢"žÂ¢ personal perspectives of the program. The qualitative results confirmed the quantitative findings that the program has important benefits for Grade 7 students and provided rich and valuable insights into studentsââ"šÂ¬Ã¢"žÂ¢ views of the intervention. The findings of this research have important implications and suggest that the provision of peer support has the potential to a make significant contribution to schoolsââ"šÂ¬Ã¢"žÂ¢ efforts to orchestrate positive outcomes for adolescents.