Friends Supporting Friends

Friends Supporting Friends is designed to problem-solve an area(s) that might be a challenge or concern for students. It is not an essential component of Peer to Peer programs; however, there may be times when it is helpful to work through situations toward increased understanding of all participants. It is essential that all involved are curious and non-judgmental as to “why” something might be happening. 

These brainstorming sessions promote sharing perspectives, uncovering facts, and developing common ground. Ideas are generated and all participants commit to being flexible in their thinking and communication to take steps toward positive outcomes. The top priority is dignity and respect for the focus student. 

A Friends Supporting Friends meeting does not occur during a large group discussion. Participants include a focus student, a small group of focus student’s selected peers, and a trusted adult. 

Ensure Consent

Ask the focus student their thoughts about solving a situation with friends.

• • Example: “Would you like to be part of the conversation?” May I ask your friends about ideas for supporting you during the given situation?”

If the student is receptive to this idea, let them know their participation is valuable yet assure them it is their choice if they would like to attend.

• Get consent from the student with an IEP and their parent(s)/family.

• Ask the focus student which trusted peer(s) and adult(s) they would like to participate.

If the focus student does not want to participate, you might consider taking these next steps.

• Ask the focus student if they are comfortable with the trusted adult meeting with their chosen peers and bringing their ideas back to the focus student.

• If the student says no, we need to respect their no. There might be an opportunity to revisit this conversation in the future. In the meantime, the focus student and trusted adult can engage in exploring solutions.

Design Considerations

• Remember, the autistic advocacy community is clear, “Nothing about us, without us.”

• Use a whiteboard as a visual to facilitate the conversation and support understanding for all.

  • Use words, pictures, and even comic-like illustrations to capture and support the discussion.

• Teach and listen to ALL perspectives.

• The frequency of Friends Supporting Friends will vary and occur as needed.

• Framework considerations:

  • The situation is discussed.

  • All voices are able to share their perspectives.

  • Generate ideas and a plan (without judgment).