Abstract
Abstract—This paper reviews the development of peer coaching in primary schools with a focus on how children respond to feedback. Research shows that feedback can play a powerful part in children's learning but it is less clear why some children respond well to feedback whilst others may not. The objective of this research was to explore how primary school children respond to feedback and what influences their decisions to act on feedback received. Thematic Analysis is used to explore how 28 primary school children (10-11 year-olds) responded to feedback following a peer coaching activity. Findings suggest that a positive response to feedback was associated with: feeling valued and building on strengths; verbal feedback being preferable to written feedback; specific feedback being most helpful with; and being able to understand the feedback provided.
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