Work

Peer Power in Practice: A Systematic Literature Review of Peer Programs for Inclusive and Supportive Schools

Year: 2026

Type: review

Abstract: In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts.

Source: Education Sciences

DOI: 10.3390/educsci16010154

Authors: Edit Felső, Anikó Fehérvári

Institutions: Eötvös Loránd University, Hungarian Academy of Sciences

Language: English

Topic: Inclusive Education and Diversity

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,172