Program Development

The initial stages of developing your program are as simple as communicating with your administrator and establishing a core team of dedicated, enthusiastic people. Follow the steps below. 

Utilize the Definition and Checklist

The definition and checklist will support your team while developing your program. 

• Definition

• Elementary Peer to Peer Program Development Checklist

Share Information

You and your team may need to obtain administrative permission. Information could be provided through a conversation, handout, or presentation. 

• Administrative Handout

• From Barriers to Belonging Article

• Outcomes for LINKs: Benefits to High School Peers (Although this article is focused on secondary programs, there is evidence that this also applies to elementary programs)

• What is Peer to Peer - Bite (coming soon)

The school staff must have knowledge of peer to peer, its purpose, what a LINK is and what a LINK is not, and the benefits of Peer to Peer for all students. This communication also assists staff members with understanding that the LINK Program is a participation program and not a helping program. When the entire school staff share a common understanding of the goals of the program it is easier for everyone to collaborate, support peer to peer, and celebrate the impact for all students and school community. 

• Staff Meeting Explanation Example 

• Participation vs. Helping Model Flyer

• Participation vs. Helping Model Slides (coming soon)

It is also important to provide families with information about Peer to Peer.

• Peer to Peer and Family Engagement

Establish a Team

Establish a team to assist in guiding the development of Peer to Peer. Plan to meet once a week during the development of the program and monthly or quarterly thereafter. The team may include teachers, social workers, speech-language pathologists, guidance counselors, school psychologists, occupational therapists, and teacher consultants. 

• Be sure to include paraprofessionals on your team as they can be excellent facilitators of friendships in the classroom. Paraprofessionals can be key leaders on your team.

• Designate one or two Team Leaders to oversee the implementation of the Peer to Peer program. They will be responsible for key tasks such as student recruitment, scheduling, providing curriculum, and fundraising activities. While these tasks can be distributed among the team, the Team Leaders ensure that all are completed successfully. 

  • Peer to Peer Team Development

Consider the Use of Direct Service Providers & Ancillary Staff to Implement and Support Peer to Peer

Speech-language pathologist, school psychologist, school social worker, occupational therapist, counselor, or other professional who provides support to students...this is for you! 

Itinerant support and ancillary staff often provide direct therapy services through a pull-out model, grouping students with IEPs together. While this approach addresses specific needs, it can limit students' social interactions to primarily those with other IEPs. To foster a more inclusive environment, it's important to consider providing therapy alongside both students with IEPs and their peer LINKs. This inclusive grouping supports all students by promoting authentic friendships, acknowledging that peer partners also have areas for growth, and encouraging learning alongside one another. Facilitated by support staff, this intentional approach creates meaningful opportunities for social interaction and shared participation.

Additionally, this form of support helps address the double empathy problem by fostering mutual understanding as students learn alongside one another. It also promotes the acquisition of new skills and accelerates the generalization of those skills beyond the traditional therapy setting. 

• Structure of Session:

  • Celebrations with students about what went well that week

  • Direct Instruction on specific skills (IEP goals and objectives) or with everyone participating and giving input

  • Activity to promote friendships and belonging