Peer mediation in Ukrainian schools began developing in the early 2000s as an innovative way to resolve school conflicts, supported by international organizations and local initiatives.
The NGO "La Strada-Ukraine" has been a leader in implementing peer mediation since 2015.
Since 1997, NGO “La Strada-Ukraine” has worked to promote:
- gender equality
- peacebuilding
- prevention of gender-based violence(including domestic violence)
- combating human trafficking
- ensuring children’s rights
while advocating for human rights standards in society.
ON NOVEMBER 16, 2021, UKRAINE'S PARLIAMENT PASSED THE LAW "ON MEDIATION," REGULATING MEDIATORS’ WORK. MEDIATOR TRAINING INCLUDES AT LEAST 90 HOURS, WITH 45 HOURS DEDICATED TO PRACTICE.
UNFORTUNATELY, PEER MEDIATIONIN SCHOOLS IS NOT LEGALLYREGULATED, AND THE LAW DOES NOTCOVER THIS SPECIFIC APPROACH.
An important area of work for the NGO "La Strada-Ukraine" is the process of institutionalizing the implementation of restorative approaches in the educational process.
Based on the current legislation, "La Strada-Ukraine" has developed and is implementing programs to introduce restorative approaches
in educational institutions.
The programs are approved by Ministry of Education and Science of Ukraine and include the requirednumber of academic hours necessary for the work of adult mediators and peer mediators.
The elective program
"I Resolve Conflicts and Build PeaceAround Me" consists of 105 academic hours.
The club program
"Peaceful Conflict Resolution: Basic Skills of Peer Mediation"consists of 144 academic hours.
Educational Training Program for Students
"Basic Skills of Peer Mediators in theEducational Institution’s Reconciliation Service" 90 Academic Hours
Advanced course for educators:
"Training Specialists to Implement aRestorative Approach, Mediation, PeerMediation, and the Practice ofReconciliation Services in EducationalInstitutions" 120 Academic Hours
School Mediation Service (SMS) is a voluntary group of mediators and facilitators from the school community who have completed specialized training and share the values of restorative approaches.
PURPOSE:
The goal of the SMS is to support peaceful conflict resolution, promote peacebuilding, prevent violence and mistreatment of children, and foster respect for human rights. It also aimsto combat discrimination and ensure dignity and equality for all.
THE SMS TYPICALLY INCLUDES:
A coordinator:
trained teacher (120 academic hours of a certified program) appointed by the school administration to manage the service.
Participants:
around 10 trained students who are selected through specific methods, such as questionnaires or interviews.The group should maintain gender balance (50% boys and 50% girls).
TO JOIN THE TRAINING PROGRAM, STUDENTS MUST UNDERGO A SPECIAL SELECTION PROCESS BASED ON PRE-DESIGNED METHODS.
THIS STEP INCLUDES TOOLS LIKE QUESTIONNAIRES AND INTERVIEWS
Documentation Regulating the Activity of the School Mediation Service:
- Ethical codes for mediators serve as a guide to upholding professional standards and moral principles within the School Mediation Service.
- Standard procedure for establishing and organizing the school mediation service regulates key steps in creating, organizing, and ensuring the service functions effectively within the educational environment.
- School administrations support mediation services by providing space, resources, and clear communication mechanisms.
- Peer mediators can operate as part of student self-governance or extracurricular groups, with some assigned specific classes to support.
- They also participate in extracurricular events and foster a peaceful school environment.
Challenges for Peer Mediators and Services:
- Emotional strain from handling difficult conflicts.
- Lack of support from school administration.
- Heavy academic workload for students.
- Changes in coordinating teachers disrupt continuity.
- Continuous need to train new mediators and coordinators.
Impact of war:
- Displacement of mediators.
- Limited in-person interaction.
- Interruptions due to air raids.
- Destruction of schools and lack of unified state standards.