Pillars of Peer to Peer Programming
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 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 factors in designing and implementing a successful Peer to Peer program is grounding it in a “Participation Model” mindset. The goal is to create reciprocal, authentic, and inclusive opportunities where every student is valued equally and experiences a genuine sense of belonging. Peer partners are not mini-teachers or teacher assistants; they are classmates and friends who engage side by side in shared experiences. 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 teach staff and peer partners about Peer to Peer. Consistently teach, model, and revisit with staff and students what meaningful participation looks like, and just as importantly, what it does not look like. When we shift from a mindset of “helping” to one of “participating,” we break down hierarchies and foster relationships built on equality and mutual respect. This simple but profound shift transforms programs, and 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, ALL students with autism, with their unique combination of autistic traits, should have the option to participate in Peer to Peer. They should have this opportunity regardless of their educational program, perceived strengths, or academic, communication, or behavioral needs.
Second, ALL students in the school 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 peer partners, it is critical to have a broader view. Seek out and include ALL students, including those who may require additional behavioral, social or academic support. 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 peer partners, including fewer behavioral reports, improved attendance, and increased academic success.. Peer to Peer may just be the “one thing” for these students 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 often grow when students are simply allowed to be students and given opportunities to share experiences together. In the early stages of a Peer to Peer, adults may need to help by organizing and facilitating activities that make it easier for students to learn from and about each other. Once the peer relationships have a foundation, the students will naturally discover new mediums of exchange, discovering shared interests and building authentic connections through common activities.
6️⃣ Be Intentional AND Allow for Natural Connections
When scheduling your peer partners, be mindful of common interests. The basis for any friendship is often rooted in shared connections. At the same time, let go of the “perfect match” mindset and create space for relationships to develop naturally. 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-based interventions have a broad research base and have 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. Peer partners 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