Pillars of Peer to Peer Programming

The purpose of the Peer to Peer Pillars is to provide a clear set of beliefs and supportive practices that guide the development of strong, effective, and lasting Peer to Peer programs. These Pillars help ensure everyone involved understands and follows the same key ideas, and should be routinely communicated to all staff involved at every level. 

1️⃣ First and Foremost, Create a Participation Model

One of the most critical components of designing a successful Peer to Peer program is grounding it in a  “Participation Model” mindset. The goal is to create reciprocal, authentic, and inclusive opportunities that foster belonging where each student is valued equally. Students who want to be peer partners/LINKs should not be taking on adult roles such as a teacher or teacher assistant. It is important to know that the language and behavior we model matters. Replace words such as “mentor,” “mentee,” and “role model” with “peer,” "classmate," “friend,” or “LINK” as you develop program materials and as you teach staff and peer partners about Peer to Peer. It’s essential to teach, advocate for, and consistently revisit with staff and students what meaningful participation looks like. It’s also important to build a shared understanding of what being a LINK means, and just as importantly, what being a LINK does not mean. The shift in philosophy and practice from “help” to “participate” will yield powerful outcomes.  

2️⃣ Belonging is Not Just an Outcome. It is the Priority. 

Peer to Peer must ACTIVELY create school communities where every student knows they belong.  These are environments where students feel seen, accepted, and valued for who they are. Belonging is not optional, it is essential. Autistic students and peer partners are encouraged to be their authentic selves, to connect with others, to share and learn from different perspectives, and to experience the joy that comes from human connection. Belonging helps all students feel safe, supported, and less alone. When we prioritize belonging, Peer to Peer participation programs help make school a place where no one feels invisible, and everyone knows they matter. 

3️⃣ All Means ALL

All means ALL in two ways. First, autistic students will benefit from well-designed and effectively implemented Peer to Peer participation model programs. Students should not be excluded from Peer to Peer based on their educational programming or perceived strengths and academic, communicative, or behavioral needs. ALL students with autism, with their unique combination of autistic traits and in all types of educational settings, should have the opportunity to participate in Peer to Peer. 

Second, ALL students in the building should have the opportunity to be peer partners. Historically, the practice of recruiting students with a specific social and academic profile has been commonplace. While honor roll students, athletes, and other established student leaders can be wonderful LINKs, it is critical to have a broader view. Seek out and include ALL students, including those who may be considered behaviorally, socially, or academically “at risk.” These students absolutely have the capacity to be amazing peer partners and will rise to meet high expectations. Additionally, unintended benefits have been documented for these partners, including fewer behavioral reports, improved attendance, and increased academic success.. Peer to Peer may just be the “one thing” for these LINKs as well.

4️⃣ Recognize the Strengths and Embrace the Differences of All

Peer to Peer connections must be grounded in the belief that all people have value and make meaningful contributions to their school community. By celebrating each other's strengths, appreciating each other’s differences, and respecting each other’s perspectives, the Peer to Peer participation model can be a mechanism for counteracting ableism - the discrimination toward and unfair treatment of people with disabilities. Ableism can be replaced with appreciation when Peer to Peer facilitators and participants embrace neurodiversity, accept disability as a natural part of life, teach that we have a shared responsibility to understand each other, and believe that we make each other better. 

5️⃣ Focus on Developing Medium of Exchange Opportunities

Friendships can and often do happen when kids are allowed to be kids and opportunities to engage in shared experiences are provided. Early in the Peer to Peer connection, adults may have to organize and facilitate activities to support students as they become comfortable with learning from and about each other. Once the peer relationship has a foundation, the students will naturally discover new mediums of exchange resulting in authentic connections through common activities.

6️⃣ Be Intentional AND Allow for Natural Connections

When scheduling your LINKs, be mindful of common interests. The basis for any friendship is rooted in such shared connections. However; be willing to replace the “perfect match” mindset with one that allows for natural connections to occur. By modeling respect, passion, and joy, you are setting the stage for unplanned and perhaps unexpected connections to be made. 

7️⃣ Understand that Peer to Peer is an Evidence-based Practice

Peer to Peer has a broad research base and has been identified by the National Clearinghouse on Autism Evidence and Practice (NCAEP) as an Evidence-Based Practice (EBP) for autistic students.  Research shows that peer interventions have led to positive outcomes for students with disabilities in numerous areas including social, communication, academic, and play skills. There are reciprocal benefits as well. LINK students grow in compassion, kindness, empathy, confidence, understanding, and other areas as they become advocates for inclusion, equity, and belonging in their school community. 

8️⃣ Peer to Peer isn’t One More Thing, it is the Thing
If you could choose just one evidence-based practice that would have a far-reaching effect on the quality of life of students, choose Peer to Peer. It is not just an evidence-based practice; it is a way of being together that focuses on shared experiences in which peers have the opportunity to connect and build communities where belonging is a priority. When implemented with fidelity, no other “thing” has the potential to be as broadly impactful, having lifelong impact on students, families, teachers, schools, and communities.

Call to Action:  Don’t wait for the perfect plan to launch your Peer to Peer program, start somewhere, start now. Even small steps can create big waves of belonging and inclusion. Your program doesn’t have to be perfect to be powerful. Just begin, and shape your story as you go. 

References

Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.

Travers, H.E. & Carter, E.W. (2021). A systematic review of how peer-mediated interventions impact students without disabilities. Remedial and Special Education, 43(1), 1-18. https://doi.org/10.1177/0741932521989414