Summary of Evaluation of Peer Mediation Intervention Background In Bridgend the EPS has been actively involved with colleagues in the Behaviour Support Service in promoting the use of peer mediation approaches in primary schools across the borough. The approach was also a feature of the Bridgend "On Track" programme. The EP service has also undertaken evaluation of the impact using pupil checklists, focus groups and a teacher questionnaire. Intervention A small team comprising behaviour support teacher, educational psychologist and project worker have been based in a cluster of schools for a two year period to establish preventative approaches to reducing behaviour difficulties. They have now spent time in four key clusters with the most significant social needs and have developed the peer mediation approach in over half of the primary schools in the borough. They have provided awareness raising sessions for staff and undertaken the training of pupils to act as mediators. They continue to support the link teacher in each school as the project moves onto other clusters. The scheme used is "Playground Peacemaker" which was developed by Lorna Farrington at a school in Plymouth. Evaluation Surveys of pupil attitudes using the "My Life in School" checklists have found that children have reported significant reductions in bullying and aggressive behaviours following the implementation of the schemes. Children refer to a marked reduction in anti-social incidents leading to a more positive and happier school climate. Peer mediation promotes pupil ownership of the scheme enhancing self-confidence and developing internal locus of control. An initial study found that pupils reporting being hit or kicked in the past week fell from 74% to 42%. Evaluations are now ongoing in several schools as the scheme has been rolled out by popular demand. Focus groups have shown how children comment on the development and creation of positive environments in their schools and the reduction in arguments and squabbles. Significantly they report using mediation and conflict resolution skills in settings away from school, at home and in the community. This is a most positive development showing how these approaches are transferred to other situations and have become established techniques and strategies which are a core feature of pupils social skills. A questionnaire to investigate teacher attitudes and views on the impact of the scheme has recently been developed and is now being incorporated into the evaluation programme. John Noaks (Principal Ed.Psych. Bridgend) 22/12/05