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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Detalhes bibliográficos
Autores: van der Meulen, Kevin, Granizo González, Laura, del Barrio, Cristina
Formato: artículo
Fecha de publicación:2021
País:España
Recursos:Universidad a Distancia de Madrid (UDIMA)
Repositorio:udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
OAI Identifier:oai:udimundus.udima.es:20.500.12226/1086
Acesso em linha:http://hdl.handle.net/20.500.12226/1086
https://doi.org/10.3389/fpsyg.2021.797913
Access Level:acceso abierto
Palavra-chave:Peer support
SEND
School ethos
Student participation
Peer interaction
Emotional support
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spelling Emotional Peer Support Interventions for Students With SEND: A Systematic Reviewvan der Meulen, KevinGranizo González, Lauradel Barrio, CristinaPeer supportSENDSchool ethosStudent participationPeer interactionEmotional supportEmotional 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.2021-22Facultad de Ciencias de la Salud y de la Educación2021info:eu-repo/semantics/articlehttp://hdl.handle.net/20.500.12226/1086https://doi.org/10.3389/fpsyg.2021.797913reponame:udiMundus. Repositorio Institucional de la Universidad a Distancia de Madridinstname:Universidad a Distancia de Madrid (UDIMA)Españolhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:udimundus.udima.es:20.500.12226/10862026-06-02T12:44:31Z
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
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
Granizo González, Laura
del Barrio, Cristina
author van der Meulen, Kevin
author_facet van der Meulen, Kevin
Granizo González, Laura
del Barrio, Cristina
author_role author
author2 Granizo González, Laura
del Barrio, Cristina
author2_role author
author
dc.subject.none.fl_str_mv Peer support
SEND
School ethos
Student participation
Peer interaction
Emotional support
topic Peer support
SEND
School ethos
Student participation
Peer interaction
Emotional support
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
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/20.500.12226/1086
https://doi.org/10.3389/fpsyg.2021.797913
url http://hdl.handle.net/20.500.12226/1086
https://doi.org/10.3389/fpsyg.2021.797913
dc.language.none.fl_str_mv Español
language_invalid_str_mv Español
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Facultad de Ciencias de la Salud y de la Educación
publisher.none.fl_str_mv Facultad de Ciencias de la Salud y de la Educación
dc.source.none.fl_str_mv reponame:udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
instname:Universidad a Distancia de Madrid (UDIMA)
instname_str Universidad a Distancia de Madrid (UDIMA)
reponame_str udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
collection udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid
repository.name.fl_str_mv
repository.mail.fl_str_mv
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