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Using peer-group intervention with problem students in a secondary school

L Stewart, D Dawson, J A Byles

    Hospital & Community Psychiatry
    |August 1, 1976
    PubMed
    Summary
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    Peer-group discussions improved academic performance and reduced truancy in adolescent girls with school difficulties. This pilot project showed promising results for at-risk students needing extra support.

    Area of Science:

    • Educational Psychology
    • Adolescent Development
    • School Interventions

    Background:

    • Adolescent girls with poor academic performance often exhibit truancy and require additional support.
    • Traditional school services may not adequately address the needs of at-risk students.
    • Peer-group interventions offer a novel approach to student support.

    Purpose of the Study:

    • To evaluate the effectiveness of a peer-group discussion program for adolescent girls facing academic challenges.
    • To assess the impact of the intervention on academic performance, truancy, and school referrals.
    • To compare outcomes between students receiving the peer-group intervention and those receiving standard school services.

    Main Methods:

    • A pilot project involving 20 adolescent girls with documented academic difficulties.

    Related Experiment Videos

  • Participants were randomly assigned to an experimental group (peer discussions) or a control group (regular services).
  • The experimental group attended 12 guided peer-group discussion sessions during the school day.

    • Main Results:

    • A one-year follow-up revealed significant improvement in the experimental group.
    • Seven participants in the peer-group intervention showed improvement compared to only one in the control group.
    • The peer-group approach demonstrated a positive impact on student outcomes.

    Conclusions:

    • Peer-group discussions can be an effective intervention for adolescent girls struggling academically.
    • This pilot study suggests that targeted peer support can enhance school engagement and performance.
    • Further research is warranted to explore the scalability and long-term effects of such programs.