Freshmen Success: Using Peers to Support School Engagement Early in High School

Introduction: Substantial research documents that, for many students who drop out, the path begins with the transition into high school, specifically during the 9th grade year. The increasing documentation of numerous poor outcomes for freshmen demonstrates a clear need to explore the use of comprehensive and efficient strategies to support transitioning freshmen to adjust to and thrive in their new, unfamiliar environment. The Freshmen Success (FS) Model is focused on the implementation of the universal level of support for freshmen, as it is delivered to all students in the freshmen class of participating schools and is designed to increase student engagement. The primary components of the FS Model are the: (a) establishment of freshmen-wide leadership team to support implementation, (b) implementation of a prevention-oriented engagement curriculum focused on success for all 9th grade students, (c) development of teacher agreements that increase the predictability of the environment and the generalization of the curriculum, and (d) the use of upperclassmen as peer navigators. Peer Navigators were chosen as a component as freshmen are beginning to strive for autonomy, often look to peers for information and support, and engagement can be enhanced through positive relationships with older peers. These Peer Navigators are trained to provide scaffolded supports to help reduce the complexity of the school setting, decrease isolation, increase the understanding of expectations and routines, and increase peer support.

Methods: The FS Model was initially developed by a Design Team. An iterative process is currently being used to evaluate the feasibility and usability of the FS model with 9th graders and 35 Peer Navigators in 20 classrooms in 2 comprehensive high schools. Data to document the model’s feasibility and usability includes: (a) Peer Navigator Logs documenting time and tasks, (b) Peer Navigator lunches to gather information about what is working and not as well as additional training, (c) social validity data from the Peer Navigators and teachers, (d) observation of the Peer Navigators and (e) focus groups with about 60 freshmen across the two schools.

Results: Results will focus on the procedures and lessons learned from the iterative development process as well as information on the feasibility and usability of the FS Model based on descriptive and qualitative data.

Conclusions: The FS Model may be a feasible and promising approach that engages peers in providing support to freshman and increasing their school engagement.