Abstract
Abstract The effectiveness of a peer mediation program in a midwestern, suburban school in the United States was examined. Six classes (one combination second/third grade, one third grade, two fourth grades, and two fifth grades) containing 144 students received 9 hr of training in negotiating integrative agreements to their conflicts and mediating their classmates' conflicts. Eighty-three untrained third-, fourth-, and fifth-graders served as a control group. A peer mediation program was implemented. The role of mediator was rotated equally among all class members. A pretest/posttest, experimental/control group design was used. The results indicate that students successfully learned the negotiation and mediation procedures, were able to apply the procedures in actual conflict situations, and maintained this knowledge throughout the academic year.
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