How do you start a peer buddy program?

If your school is considering adopting a peer buddy program, you will want to know the steps it takes to get a program off the ground at your school. Based on our experiences in implementing the programs, we have compiled a list of seven steps educators can take to establish a peer buddy program in their school. Of course, these steps can and should be adapted to reflect local conditions, expectations, and possible constraints in your school. For more detail and practical strategies on developing and implementing a peer buddy program in your school, click here to check out the book, Success for All Students: Promoting Inclusion in Secondary Schools through Peer Buddy Programs.

Step 1: Develop a one-credit course

• Incorporate into your school’s curriculum a peer tutoring course that allows general education peers to spend at least one period each day with their partners with disabilities.
• Begin building a base of support with the administration, school counselors, and teachers in your school for the inclusion of students receiving special education services in general education activities.
• Follow the established procedures of the local and state educational agencies when you apply for the new course offering.

• Actively recruit general education peers during the first year. After that, peer buddies will recruit for you.
• Include announcements, posters, articles in the school newspaper and PTA newsletter, videotapes on the school’s closed-circuit television, and peer buddies speaking in school clubs and classes.
• Present information about the new program at a faculty meeting.
• Start slowly while you establish the course expectations.

• Have school counselors refer general education peers who have interest, good attendance, and adequate grades.
• Arrange for peers to meet with the special education teachers.
• Have students provide information regarding their past experience with students with diverse abilities and about clubs or activities that they are involved in and that their partners could join.
• Allow peers to observe in the classroom to learn about the role of a peer support and whether they would be an appropriate match for the class.

• Model the use of prompting and reinforcement strategies.
• Conduct a peer buddy orientation that includes the concept of “people first,” disability awareness, communication strategies, and suggested activities.
• Communicate teachers’ expectations for the peer buddy course including attendance and grading policies.
• Provide suggestions for dealing with inappropriate behavior, setting limits, and modifying general education curricula.

• Schedule observations and feedback sessions with students to address their questions or concerns.
• Provide feedback on their interaction skills, time management, use of positive reinforcement, and activities engaged in with their partners with disabilities.
• Have peers keep a daily journal of their activities and reflections, which should be reviewed weekly by the classroom teacher.
• Establish a peer buddy club, which allows students to share experiences and ideas as well as gives the teacher an opportunity to offer ongoing training and feedback.

• Invite peers to join students with disabilities during lunch in the cafeteria.
• Encourage the peer buddies to invite their classmates to join the group, increasing social contact opportunities for their partners.
• Remind general education students who, because of class conflicts, are unable to enroll in the course to join the Lunch Bunch.

• Develop an advisory board that includes students (peers and partners), students’ parents, participating general and special education teachers, administrators, and guidance counselors.
• Include community representatives to expand the peer buddy program to community-based activities, such as work experiences.
• Meet at least once each semester to obtain insight and suggestions for evaluating and improving the program. Thank all members for their participation.