Peer-counselling schemes can improve self-esteem of peer supporters, and also impact positively on perceptions of bullying in the school; but impact on actual experiences of bullying is less clear, and there may be problems with the acceptance and use of such programmes by older students.

This survey aims to give a broad overview of the way peer support is currently used in English primary and secondary schools, and to highlight common patterns. Regional strata samples of schools were selected from an online database. Questionnaire data were obtained from 240 schools (130 primary and 110 secondary), of which 186 had peer support schemes. An adjusted estimation (which makes some correction for non-response error) suggests that 62% of schools are using a structured peer support scheme. The survey results also give an indication of some common patterns and commonalities in the characteristics of existing schemes, as well as some differences between primary and secondary schools. The implementation of peer support is often multi-dimensional, particularly in secondary schools after a scheme had been running for some time. The findings are discussed in relation to previous research and in terms of the nature of school-based peer support programmes.

This study investigated whether use of peer support initiatives in three secondary schools was related to Year 7 students' positive perception of social support from peers and self-esteem. Results suggest that the use of these frameworks was related to higher perceived frequency of social support from other students, but not close friend support or self-esteem. The findings also provide support for a buffering model based on victim status. The relationship between the use of peer support schemes and well-being variables was stronger for bullied students. Using structured peer support schemes may provide protection from the negative associations of victimisation. Ó

Relationship dissolution can cause declines in emotional well-being, particularly if there are children involved. Individuals’ capacity to cope with the pragmatics of the situation, such as agreeing childcare arrangements, can be impaired. Before now, there has been no psychometric test to evaluate individuals’ emotional readiness to cope with these demands. This paper presents a model of emotional adaptation in the context of relationship dissolution and its key assumptions, and validates the Emotional Adaptation to Relationship Dissolution Assessment (EARDA). In Study 1 (Sample 1, n = 573 separated parents, Sample 2, n = 199 mix of parents and non-parents), factor analyses support the EARDA as a unidimensional scale with good reliability. In Study 2 (using Sample 1, and Sample 3, n = 156 separated parents) the convergent, discriminant, concurrent criterion-related, and incremental validity of the EARDA were supported by tests of association with stress, distress, attachment style, and co-parenting communication and conflict. In Study 3, the nomological network of emotional adaptation to relationship dissolution was explored in Sample 2 using cluster analysis and multi-dimensional scaling (MDS). Emotional adaptation clustered with positive traits and an outward focus, and was negatively associated with negative traits and an inward focus. Emotional adaptation was conceptually located in close proximity to active and adaptive coping, and furthest away from maladaptive coping. In Study 4 ( n = 30 separated parents embarking on mediation), high, medium, and low emotional adaptation to relationship dissolution categories correlated highly with mediators’ professional judgement, offering triangulated face validity. Finally, in Study 5, EARDA scores were found to mediate between separation characteristics (time since break up, whether it was a shock, and who initiated the break up) and co-parenting conflict in Sample 1, supporting the proposed model. The theoretical innovation of this work is the introduction of a new construct that bridges the gap between relationship dissolution and co-parenting. Practical implications include the use of the measure proposed to triage levels of support in a family law setting.

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