testimonials

Check out what young people, teachers and others shared with us:

• Testimonial from Nikki Quesnel Our Lady of the Sacred Heart Sadadeen Campus NT
• Research from the University of Western Sydney
• Comments from Year 4 & 5 students
• Staff from St Joseph’s High School, Port Macquarie Regional Campus
• Gillian Calvert, Commissioner for Children and Young People
• Testimonials from Tasmanian Schools
• Meredith Tomkins, St John the Baptist Catholic School, Harbord
• Tim MacMichael of Wynyard High School, Tasmania
• Inspirational messages for young people
• Andrew Dewhirst Chaplain Good Shepherd Lutheran College Darwin
• Mike Bowden O'Loughlin Catholic College Darwin
• Jarrad Kilsby Our Lady of Sacred Heart College Traegar Campus Alice Springs
• Charity McAleer Taminimin School Humpty Doo NT
• Check out some of our good news stories
• Kristie James Stage 3 Teacher Campbellfield Public School NSW

testimonial from nikki quesnel our lady of the sacred heart college, sadadeen campus NT

Our students love the program. We are running it with our Year 11s and Year 9s. When we have the students come in for two days to do the Peer Support Training (Year 11) they initially are not enthusiastic at all. By the end of the first day they can't wait for day two. Less than 1% of the students give negative feedback on the program and we end up with more students than we can use to run the Year 9 program. It is brilliant and I'm glad we're doing it with the children.

Nikki Assistant Head of Campus Our Lady of the Sacred Heart College Sadadeen Campus Alice Springs

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research from the university of western sydney

Louise Ellis from the UWS Self-Concept Enhancement and Learning Facilitation (SELF) Research Centre, has completed a three-year study into the effectiveness of a Peer Support Australia anti-bullying program. ..... Dr Ellis says the study not only identified the extent of bullying in our schools, but also measured the outcomes of the Peer Support Program on the students.

"The self-confidence of those taking part in the program increased significantly, as did their enjoyment of school, their relations with other peers and their perception of support from those around them. there were also positive benefits for cooperative teamwork and the students' academic self-concept."

"But most importantly," says Dr Ellis, "the Peer Support Program successfully changed attitudes to bullying."

After the program, far fewer students held pro-bullying attitudes (such as 'bullying makes the person tougher', or bullying is okay if others are doing it') and there was a significant increase in pro-victim attitudes (like 'bullying should be stopped' or those who are being bullied need assistance').

Dr Ellis said that the SELF Research Centre has found that these types of support programs can help prevent bullying at school.

"The research proves that these type of support programs definitely have measurable benefits for students. The positive results suggest the program is worthwhile, especially in changing the attitudes to bullying, which is one of the study's significant findings."

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children from years 4 & 5 comment on their experiences in peer support

"In Peer Support we learnt about safety, rights and wrongs. In the session there was a person skipping and he was getting hurt by the rope, he was very unhappy. We talked about how he felt and what he could do. The next time we met, our leaders asked us when we feel powerful. These were the answers we gave:

• feeling confident when you start a race
• when you’ve done something you feel proud of
• when you stick up for someone who did the right thing"
  

Kimberley, Year 4

"On Wednesday our school had our first Peer Support session. I am the co leader of group 13. My leader’s name is Emma. We started off by choosing the name of our group. Our name is the Tigers. Next we played a game. We had to sit on chairs and one person stood in the middle. The person had to call out something that they thought was fun. Then, all the people who thought that was fun had to stand up and find another chair and so on. Then we changed the game a little bit by saying what makes us feel safe at school. After that, I wrote down all of the ideas from the kids about what is fun, when they feel safe, when they feel liked and loved and also what the school can do to make us feel safe. I think Peer Support is fun this year."
Siobhan, 5P

"Today in Peer Support, we learnt it is wrong to bully others. We also talked about the meaning of fun, love, survival and power. We need all of these things to be happy."
Matthew, 5A

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the staff at st joseph’s high school, port macquarie regional campus talk about their experiences implementing the right choice - peer support australia’s anti-bullying module for secondary schools

"We have had a very successful year with Peer Support. This year we moved into a new phase of its development and it has proved to be a big success in achieving its aims. This year we focused on ‘bullying’ in the school and the results in the yard have been very encouraging. The level of violence and bullying which have become apparent to teachers seems to be on the decrease as we strive to make our school a safe and welcoming place for all who come here. We participated in a Bullying Awareness Raising session and, in our approach, focused on the following:

• Taking a ‘no blame’ approach
• Making the distinction between the person and their behaviour
• Understanding the consequences of our behaviour on others
• Developing empathy
• Supporting people to take responsibility for their behaviour and to make responsible choices
• Developing appropriate, non violent ways to meet needs
• Giving all parties involved in a bullying situation strategies to change it for the better including seeking help where necessary
• Recognising the difference between dobbing and reporting as a key element in breaking the ‘code of silence’ and empowering bystanders to make a difference
• Taking a whole school community approach which involves teachers. parents, students and supports students to take a key role in changing the situation

It was a great benefit to have staff training in dealing with bullying behaviours. It helped us to better support the Peer Support Leaders and the groups. By having Sam Chadwick, a Peer Support Australia Training Consultant, come to Port Macquarie and presenting the session to all staff there has been a very positive attitudinal shift in the whole staff approach to Peer Support.

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gillian calvert, past commissioner for children and young people talks about how peer support australia supports the work of the commission

"Research has shown that children and young people who have strong connections with their school and family do better than those who have weak connections. The Peer Support Program provides a tremendous opportunity for young people to participate in their school community and build strong relationships with each other. The older students learn important communication, problem solving and leadership skills as they get to know the younger students. In turn, the younger students enjoy the support of a trusted older figure as they make the transition to high school. Peer Support Australia is to be commended for its excellent work in fostering healthy connections between young people and their schools."

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meredith tomkins of st john the baptist catholic school, harbord, reviews the peer support module, good citizens – the passport to our future, and talks about how peer support australia’s modules and structure supports other initiatives in the school

"Our school has been running the Good Citizens – the passport to our future Primary module for two terms now. "

Initially a staff member was trained by Peer Support Australia and, with the assistance of another teacher, facilitated the training of our Year 6 students to be group leaders. This training, the weekly leadership role involving cooperative group work and the briefing sessions as well as the refresher training times have been the focus for a major part of our Personal Development Program as well as assisting in the formation of our children as school leaders and independent learners.

A preparatory role for High School and for life! We have had very positive comments from our parent community acknowledging changes in the children’s behaviour that they have noticed or been told about by their own children. The children themselves, particularly the younger ones (K-2), are developing networks across the grades and this is evident in the playground and during whole school events. The staff have played a proactive role in the program and are supporting the Year 6 Group leaders by encouraging them and acknowledging their developing leadership skills.

We find that the structure recommended by Peer Support Australia provides a positive way for all the Year 6 children to be and be seen as leaders. It also provides a friendly grouping structure for other school events, such as our Mini Olympics day, Church Mass and liturgy celebrations. It is evident that the program is building bonds across the school, developing relationships and encouraging assertive behaviours that are strengthening our whole school community. We intend to develop these bonds and networks even further and to use them to tackle other issues that we have identified."

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tim macmichael of wynyard high school, tasmania, talks about how the peer support program supports his school

"The Peer Support Program has been running at Wynyard High School for several years. The Peer Support Program has been an intricate part of the school curriculum during a calendar year.

Wynyard High School ensures that the Peer Support Program is a priority, as it is given dedicated time and planning, has a dedicated budget and resources and always has the support of staff and students.

Peer Support leaders(16-20 are chosen each year) are required on the Grade Seven School Camp that we conduct each year. The Peer Support leaders take Grade Seven students for introductory Peer Support activities during allocated sessions whilst on camp. It creates positive relationships having the Peer Support leaders attend Grade Seven Camp as it creates a smoother transition for students to relate to the Peer Support activities once back at school.

The Peer Support Program continues after Grade Seven Camp with activities based on Being Organised,Finding my Way around the School, Resilience, Bullying etc. Groups of 8-10 students work with two Peer Support leaders who have been trained in specific activities to promote wellbeing and develop a sense of self. Peer Support leaders are briefed on what is required from each session, what the aims of each session are and to scaffold any problems that exist within groupings.

We have found the new Peer Support manual and resources most useful and practical since we purchased them last year. Our resources and training manuals were quite outdats and in desperate need of new material! We are hoping to purchase more Peer Support units and resources to compliment our Peer Support library. We would certainly recommend the new material and training to anyone wishing to implement or develop their current Peer Support program.

Peer Support leaders are also used for transitional activities for Grade Six students wishing to come to Wynyard High School and Peer Tutoring programs that focuses on supporting a students' learning in the classroom. Last year, the Peer Support leaders ran some activities as part of National Youth Week that focused on team building and having fun. This was a very successful activity, which the Peer Support leaders were very proud of.

We ensure that we pick our best Peer Support leaders of the school by having all Grade Nine students undertake two days of intensive Peer Support training at an off-campus venue. They work closely with staff members for the duration of the two days and a staff panel selects the Peer Support leaders for the following year based on how students conduct themselves during training and generally around the school. We are implementing some new training methods to our training this year due to the fact that we obtained new and up-to-date resources from a recent Peer Support workshop.

Wynyard High School will continue to run the Peer Support Program well into the future, due to the success of the program and the rewards it creates for staff, students and the community.

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scotch oakburn college, tasmania, talk about their peer support program

"We have a very strong peer support program, with Year 10 students mentoring Year 7's. The Year 7 students consistently identify the Peer Support Program as a highlight of their smooth transition into Middle School. The connections they make with older students helps them to enhance their sense of belonging and provides reassurance, knowing that older students are keenly looking out for them. This support provides significant leadership and service opportunities for our Year 10 students."

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rebbecca roberts, assistant principal, st patrick's school, emerald, qld, talk about their experience with the peer support program

"We are currently implementing the Peer Support Program at St Patrick's Emerald with great success. As St Patrick’s is a primary school with over 610 students our middle and upper students rarely interact with our lower students as we have split lunch times and split school events such as athletics and swimming carnivals. We also have limited students in Year 7 with a leadership role as we have approximately 70 Year 7 students each year. I have included below some comments made by teachers, students and Year 7 Peer Support leaders after the completion of our first module last year:

Miss Kerrisk thought that ‘Getting to know the other grades – younger and older’ was the most valuable aspect of the program Miss Maguire thought that the program was good because it allowed children to get to know other students at their school of different ages. It also prepared Year 7s for leadership. Miss Donghi thought it was fantastic to see children interacting with other children of different ages and forming friendships One of the groups said they spent time with other members of their Peer Support group in the mornings before school Another group said their favourite activity was making the chatterbox It helped the members of another group to make more friends One of the Peer Leaders thought that their role helped them to be more responsible and confident Another Peer Leader learnt how to teach kids and have fun Learning what it is like to be a leader is one of the benefits another Peer Leader took away from the experience

Recently our Principal was at a BBQ with several of our 2008 Year 7 boys (1 being his son) and he asked them what their favourite thing was about Year 7. All four boys said they liked leading Peer Support the best. Our Principal, although was not surprise, was glad that Peer Support topped their list rather than the great sporting achievements these boys experienced at St Patrick’s in 2008. My niece also participated in Peer Support as a Prep student and looked forward to the half an hour session each week with anticipation. Her mother was also very impressed with the program as it was one of the only time’s Jade interacted with students in other year levels. She also noticed an increase in her confidence. The program assisted many of the Prep and Year 1 students deal with changes in circumstances and routines.

As the organiser of the program for our school I found it incredibly simple to follow and prepare. The Year 7 teachers also found the lessons easy to follow for their students and noticed a confidence boost was given for those students who weren’t elected to a leadership role.

We are continuing with Peer Support in 2009 and beyond and find it an extremely beneficial program for our students."

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michelle kotzas, st margaret mary's college, townsville, queensland talks about her peer support program

"St Margaret Mary's College introduced the Peer Support Program in 2008. We decided that it would be a wonderful opportunity to assist Year 11 students with their leadership training and also provide positive mentoring possibiliites with Year 9 students. Whilst integrated into our school community on a relatively small scale, the program was very beneficial in setting up strong peer relationships between these two groups and has been a valuable way of maintaining strong mentoring for the Year 9 students.

Both year levels have found the program valuable and rewarding. They have become aware of the value of positive dialogue and communication when working through personal and school related concerns. The Year 11s learned the positive contributions they make as leaders and older peers. The Year 9 students involved discovered ways of breaking through some important issues on feelings of isolation, and oft times exclusion in friendship groups. In some of the workshops they were able to find comfort in talking this through with their other Year 9 peers, whilst finding courage in the support of their older peer leaders.

We are looking forward to the program starting again this year and the valuable opportunities it can provide for our school community."

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lloyd munro, myay birray youth services, moree nsw, tells us why he thinks peer support programs support the kids in his area

"The Peer Support program gives support to the kids. It opens the door for them to look at issues, gives them the skills they need especially in the long term and for future family and community involvement. Peer Support can bring out the best that is in a kid. Peer Support Australia knows the issues and how to support kids to make the changes. The program isn’t a one hit experience but long term and ongoing. It is a real opportunity for community involvement ... which has to happen if things are to change."

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inspirational messages for young people

These messages were shared during the 2000 Croc Eisteddfod Festival in Moree.

"Be proud, Be strong, Stay true, Keep dreamin’."
Leah Purcell

"Dream of a future and strive to achieve it. Listen to the words of wisdom, they come from yourself, your family and your teachers."
A community member of Binnaway Central School

"Peace and wisdom"
Evonne Goolagong Cawley

"Look into your heart. There are good and great things there. You CAN use them to achieve anything you want."
Vince Paparo, General Manager, Moree Plains Shire Council

"You’re all so beautiful, special and unique ... Together you make a great tapestry. Look inside yourself, you are the future."
Adam Hollingworth

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andrew dewhirst, chaplain, good shepherd lutheran college, darwin nt, tells us about the enriched relationships between students

"Peer Support has enriched the relationships between students in our School. The interaction between students and development of bonds has been wonderful. It has also been a witness to the love and care that all schools should be looking to set up. Peer Support does this by its very nature. We will be continuing to use the program as a promotional and service program within our school for years to come."

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mike bowden, o'loughlin catholic college, darwin nt, talks about the benefits of the leadership opportunities

"The Leaders were thrilled with their opportunity and grew in confidence and capability over the 16 weeks we ran the program... The yr 7's responded well and their Pastoral care teachers were very pleased with their uptake and response."

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charity mcaleer taminimin school humpty doo nt, tells us their experiences

"This is the second year we have run with your program at Taminmin College. Some points from my perspective;

• Great opportunity for young people to move out of their comfort zone as we ensure the ‘teams’ (3 leaders per class) are shuffled each week so participants lead with people they would not usually chose to work with
• Definite growth by many leaders in confidence / public speaking etc, just their abilities in general.
• Some positive feedback from yr 7 teachers in relation to the leaders running of activities
• Some undermining of the program relating to some teachers not being very supportive eg organising different activities in the time slot set aside for peer support certainly raises the importance of teacher support and if necessary management’s support to address
• Increased empathy / understanding within the yr 9 cohort of issues relating to the 7’s. But certainly interesting conversations can be had relating to ‘developmental’ abilities of the 7’s as the peer leaders can sometimes have expectations of the group that are unrealistic eg they ‘should’ always behave when we are leading an activity.
• Cementing of the reality that to the 7’s and younger students the 9’s are role models – think this program helps them to realise this point.
Charity McAleer Taminimin School

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jarrad kilsby, our lady of sacred heart college, traegar campus alice springs nt, tells us about getting started and the transition to running the peer support program in his school

"I am very happy with the programme so far, as are the other teachers involved. It gives the older kids a sense of ownership over the school. We will be putting the actual program in place next year in Term 2. I think the introduction for the program is pretty good. All the people at my training session were pretty impressed by it."

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sam mcmenamin provided peer support with the following good news stories from mother of good counsel cairns qld

• After running the Peer Support program for eight weeks, a gorgeous Year 7 boy with autism had been a Peer Support leader and had made wonderful connections with his peer support group. He was rostered on Playground Guardian duty in the junior playground and I happened to be walking past when I heard him clap out a clapping pattern (this clapping pattern is used by teachers at our school to get students to stop, look and listen). The 30 or so little children on the junior playground stopped, looked at him and repeated the clapping pattern. Then he said in a very big and confident voice "Lilly has lost her hair band and we all have to help her find it" and to my amazement 30 little children did just that. It gave me goose bumps!

• I was driving home with my own 3 children ages 11, 9 and 6. I said to my children 'Peer Support starts soon'. My 9 and 6 year old cheered as they love Peer Support groups. I asked my son if he was excited and he replied 'Mum I love being a Peer Support leader but I only wish it was around when I was little.

• Today we had a Peer Support session and I was watching in awe as two leaders were doing an amazing job of leading, guiding and encouraging the group they were working with. Zak, a Year 7 leader, was standing up explaining a game to his group when Ruby, a Year 1 student, quietly scuttled over to his feet and tied up Zak's shoelace. How cute!

• We have had 2 sessions of Peer Support using the resilience module this term and I cannot believe how great the kids are this year. Last year, being our first year was a new experience for everyone. But this year it is so easy and smooth, the leaders are fantastic and I have had lots of positive feedback from the staff.
Sam McMenamin, Cairns

kristie james stage 3 teacher campbellfield public school, nsw speaks about her observations

“What I love watching during peer support are the students who are not the typical leaders, who are shy or just quiet and don't stand out in a standard classroom setting, suddenly bloom in the peer support leader role. They are often as surprised as us if not more so to know they are doing such a great job. If we were to take a poll of future careers during peer support time - teaching would be much higher than if taken at any other time!!

The other funny experience I have had every year is the student who is the behaviour problem/ class clown or just general chatter box who come in from the first few peer support sessions complaining loudly about their group or someone in their group who just will not listen, or stop talking or not follow their instructions!! They are so frustrated and cannot see the correlation to their own behaviour!! It makes us teachers laugh every time and it is great to be able to say - now you know how we feel!!!”

testimonials from various tasmanian schools about connectedness, benefits and positives