Peer Programs Boost Inclusion More Than Grades, New Review Finds

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Felső, E., & Fehérvári, A. (2026). Peer power in practice: A systematic literature review of peer programs for inclusive and supportive schools. Education Sciences, 16(1), 154. https://doi.org/10.3390/educsci16010154

Key Takeaways

  • Recent peer programs show clearer and more consistent effects on social relationships and inclusive attitudes than on academic outcomes, based on evidence from fifteen studies published between 2015 and 2024.
  • Programs with structured mentor preparation and regular implementation are more likely to benefit both mentors and mentees.
  • Randomized controlled trials provide the strongest support for gains in empathy and peer relationships, while qualitative studies clarify how these changes unfold in everyday school settings.
    • Heavy reliance on self-report measures and short follow-up periods limits confidence about long-term effects, pointing to the need for stronger designs.

Introduction

In an era of growing diversity in schools, peer-led programs are often promoted as practical responses to inclusion, but evidence has been scattered. This systematic review by Felső and Fehérvári (2026) set out to consolidate recent research on peer mentoring, tutoring, and support programs in general education, focusing on inclusive attitudes, social relations, and school climate rather than test scores. By doing so, the review helps determine whether peer programs function merely as well-intentioned add-ons or as meaningful mechanisms for fostering everyday inclusion in increasingly diverse school communities.

Methods

Following PRISMA 2020 guidelines, the authors searched Web of Science, Scopus, and ERIC for peer-reviewed studies published between 2015 and 2024. Fifteen empirical studies met inclusion criteria, spanning grades 1–12 and multiple countries. Study quality was assessed using the Mixed Methods Appraisal Tool, with fourteen studies meeting all criteria. Narrative and thematic synthesis were used to integrate diverse designs and outcomes.

Results

Across studies, peer programs were consistently associated with gains in empathy, cooperation, peer relationships, and perceived school climate. Academic outcomes were secondary and uneven. Challenges included inconsistent implementation, uneven benefits for mentors, and reliance on self-report measures.

Discussion

The review confirms that peer programs contribute meaningfully to inclusive attitudes and community life when thoughtfully implemented. Benefits extend beyond recipients to mentors, though weak training and scheduling problems can blunt impact. Compared with earlier reviews, this synthesis offers a broader, more current view across mainstream settings.

Implications for Mentoring Programs

Peer programs are a tool for strengthening inclusion and school climate by building empathy and positive peer relationships rather than directly boosting academic outcomes. Schools should prioritize structured mentor preparation, monitor program fidelity, and attend to equity in outcomes to ensure benefits reach both mentors and mentees.

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