Seven schools in an economically challenged area of an urban school district in central California implemented mentored peer mediation programs under the guidance of a university-K-12 partnership project, Mediator Mentors. Individual student outcomes for social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and standardized testing results in language arts were analyzed on the basis of assessments administered after one year of program implementation and compared to pretest values generated by student mediators and nonmediators. Attendance and student perceptions of school safety were also examined after a year of peer mediation at the schools. Overall school climate was analyzed with respect to bullying incidence and suspension and expulsion rates before and after one year of program implementation.

中文翻译：

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冲突解决和社会情感学习中的直接指导和指导实践事项

加州中部城市学区经济困难地区的七所学校在大学-K-12 合作项目调解员导师的指导下实施了有指导的同伴调解计划。在项目实施一年后进行的评估的基础上，分析了个别学生的社会认知倾向、对学校气候的看法、冲突策略选择和语言艺术标准化测试结果，并与学生调解员和非调解员产生的预测试值进行了比较. 在学校经过一年的同伴调解后，还检查了出勤率和学生对学校安全的看法。在计划实施一年之前和之后，就欺凌发生率以及停学和开除率对整体学校氛围进行了分析。