Emotional peer support interventions for students with SEND: a systematic review

Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents’ participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are mor...

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Detalles Bibliográficos
Autores: Van Der Meulen, Kevin, Barrio Martínez, Cristina del, Granizo González, Laura
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/709406
Acceso en línea:http://hdl.handle.net/10486/709406
https://dx.doi.org/10.3389/fpsyg.2021.797913
Access Level:acceso abierto
Palabra clave:peer support
SEND
school ethos
student participation
peer interaction
emotional support
Psicología
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spelling Emotional peer support interventions for students with SEND: a systematic reviewVan Der Meulen, KevinBarrio Martínez, Cristina delGranizo González, Laurapeer supportSENDschool ethosstudent participationpeer interactionemotional supportPsicologíaEmotional peer support systems have benefits for student-student relationships and allow for children and adolescents’ participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students’ active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this supportFrontiers MediaDepartamento de Psicología Evolutiva y de la EducaciónFacultad de Psicología20212021-12-28research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/709406https://dx.doi.org/10.3389/fpsyg.2021.797913reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7094062026-06-23T12:46:27Z
dc.title.none.fl_str_mv Emotional peer support interventions for students with SEND: a systematic review
title Emotional peer support interventions for students with SEND: a systematic review
spellingShingle Emotional peer support interventions for students with SEND: a systematic review
Van Der Meulen, Kevin
peer support
SEND
school ethos
student participation
peer interaction
emotional support
Psicología
title_short Emotional peer support interventions for students with SEND: a systematic review
title_full Emotional peer support interventions for students with SEND: a systematic review
title_fullStr Emotional peer support interventions for students with SEND: a systematic review
title_full_unstemmed Emotional peer support interventions for students with SEND: a systematic review
title_sort Emotional peer support interventions for students with SEND: a systematic review
dc.creator.none.fl_str_mv Van Der Meulen, Kevin
Barrio Martínez, Cristina del
Granizo González, Laura
author Van Der Meulen, Kevin
author_facet Van Der Meulen, Kevin
Barrio Martínez, Cristina del
Granizo González, Laura
author_role author
author2 Barrio Martínez, Cristina del
Granizo González, Laura
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Psicología
dc.subject.none.fl_str_mv peer support
SEND
school ethos
student participation
peer interaction
emotional support
Psicología
topic peer support
SEND
school ethos
student participation
peer interaction
emotional support
Psicología
description Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents’ participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students’ active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-12-28
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/709406
https://dx.doi.org/10.3389/fpsyg.2021.797913
url http://hdl.handle.net/10486/709406
https://dx.doi.org/10.3389/fpsyg.2021.797913
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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