Imagine a classroom where students are not just learning from the teacher, but also from each other.
From the outside looking in, this might look like one student gently reminding another student to check their planner, while a nearby peer models how to break an assignment into smaller, more manageable steps.
These are more than helpful moments; they’re skills that are a part of a powerful classroom strategy called peer-mediated interventions.
Executive functioning skills like planning, organization, self-monitoring, and emotional control are essential for academic success. Many learners benefit from additional support to develop these skills. When used effectively, peer-mediated interventions offer a practical and motivating way to strengthen EF skills in real time, during everyday school routines.
This article explores the background on peer-mediated interventions and how educators can use peer support to boost EF skills and create a more supportive classroom.
What are Peer-Mediated Interventions?
Peer-mediated interventions are when a classmate is trained to support another classmate. This can be done by the student being trained to watch the students’ behavior, give reminders, encourage positive behaviors, and give feedback. These interventions differ from traditional methods, where teachers lead activities to support social skills. This type of intervention is less commonly used than other types of classroom interventions. However, research shows that this type of peer support can benefit both the student receiving support and the student providing it.
Science Behind Peer-Mediated Interventions
Peer-mediated interventions are based on social learning theory, which is a theory developed by Albert Bandura. This theory states people learn by watching and copying others, known as modeling. For example, if a student sees a classmate getting positive acknowledgment for raising their hand or using kind words, they might copy that behavior to get similar positive attention. In peer-mediated interventions, students learn by observing real examples from peers and practicing those behaviors themselves.
These interventions have been found to be effective for a wide range of learners, including those who are in preschool between the ages of 3-5 years old, through high school-aged learners between the ages of 15-22 years old (p. 3). Research shows these interventions teach important skills like communication, playing with others, school readiness, and academic skills.
Different Types of Peer-Mediated Interventions
Other names for peer-mediated interventions include:
- Peer Modeling
- Peer Initiation Training
- Direct Training for Target Student and Peer
- Peer Networks
- Peer Supports
Each approach involves peers supporting classmates to build various skills. However, all have the same goal of improving student success through positive peer interactions.
How Peer-Mediated Interventions Support Neurodivergent Students
Peer-mediated interventions are often used to help children and teens with autism build on their existing social skills and enhance their sense of belonging at school. Peers are taught how to support classmates with social communication and social interaction difficulties by modeling and encouraging friendly greetings, turn-taking, and starting conversations. Research has shown that peer-mediated interventions can increase peer acceptance, improve classroom relationships, and support students with autism in feeling more comfortable participating in group activities.
Though there is not much research on the use of peer-mediated interventions to increase executive functioning skills, there certainly is an opportunity to explore these areas in the future! There is also potential to expand research beyond those with autism diagnoses to other forms of neurodivergent experiences for which this support may be a good fit.
Using Peer-Mediated Interventions to Build Executive Functioning Skills
When built into classroom routines and social interactions, peer-mediated interventions can target a wide range of executive functioning skills. A description of ways to target various executive functioning skills includes:
Cognitive Flexibility
Flexibility is the ability to adapt to unexpected changes and problem-solve when things don’t go as planned. A peer could support this skill by modeling a calm reaction to changes in the day, and switching tasks during class without difficulty. A peer could also support the student during expected changes by reminding them to use coping strategies.
Impulse Control
Impulse control is our ability to think before acting or speaking. A peer could help with impulse control by reminding a student to stop, think, then act, before making a decision, such as reacting to feelings of frustration. A peer could also think about the consequences of an action out loud, such as asking the student, “What if you tried X instead, since last time you tried Y, you got sent to the office?”
Organization
Organization is a student’s ability to keep track of materials, thoughts, and assignments. A peer model could assist a student who struggles with organizational skills by modeling how they organize a binder or backpack. They could also help a classmate use a color-coded system for organizing different subjects by giving reminders about which folder to put loose papers and assignments in.
Time Management
Time management is our ability to accurately estimate how long tasks will take to complete and to use time wisely. A peer could help with this skill by helping a student implement a visual timer. The peer could use the timer themselves to track how much time they spent completing an assignment, and encourage the student to do the same. They might also remind the student about time restraints, such as providing reminders on how much time is left in class to work on an assignment.
Planning & Prioritization
These skills include the ability to set goals and identify the steps necessary to reach them. A peer could support these skills by being paired with the student in a group project and working together to list out tasks, decide the order they need to be completed in, and assign roles. The peer could also use phrases like, “What should we do first?” to help the student learn what needs to be prioritized.
Emotional Control/Regulation
Emotion regulation is the ability to manage emotions in a healthy way that makes us feel better. A peer could support a student who is practicing emotional regulation skills by modeling the use of strategies like using calm-down tools (fidgets), positive self-talk, or asking for a break.
Additional Resources
The AFIRM (Autism Focused Intervention Resources and Modules) website offers free, online training opportunities on how to implement many evidence-based practices. Educators and other professionals can access the AFIRM module on Peer-Based Instruction and Intervention (PBII) to learn more about how to use this intervention in educational settings and follow the steps of implementation.
The Life Skills Advocate website offers many free resources to support the development of executive functioning skills. The Executive Functioning 101 Resource Hub is home to many practical tools and strategies organized by specific skill areas like planning, organization, and emotional regulation, so that you can easily find tools to use to support your learners. Also, check out the Executive Function IEP Goal Resource Hub to help write clear, targeted goals for learners who need additional support with EF skills.
TL;DR – (Too Long; Didn’t Read)
Peer-mediated interventions are when classmates are trained to help each other learn and stay on track. This support might look like giving reminders, modeling good habits, or offering encouragement. These interventions are based on Social Learning Theory, which says people learn by watching others. Peer-mediated interventions have mostly been used to support students with autism in building social skills. They also show promise for helping with executive functioning (EF) skills, like planning, organizing, managing emotions, and staying flexible when things change. Some ways to incorporate executive functioning skills into peer-mediated interventions include:
- Cognitive Flexibility – Peers helping others adjust to unexpected changes.
- Time Management – Using timers and giving reminders.
- Impulse Control – Encouraging peers to stop and think before acting.
- Organization – Helping peers organize folders by color or keep materials in order.
- Planning & Prioritizing – Breaking tasks into steps and deciding what comes first.
- Emotional Control – Modeling calming strategies and coping tools.
Further Reading
- AFIRM Team (2015) – Peer-mediated instruction and intervention
- Simply Psychology (2025) – Albert Bandura’s Social Learning Theory
- The University of Kansas, Department of Special Education (2025) – Peer-Assisted Interventions
- Ya-Chih Chang & Locke (2016) – A systematic review of peer-mediated interventions for children with autism spectrum disorder
- Zhang, Liang, Chen, Chen, Chen, Tu S, Hu, Jin, Chu (2022) – Effectiveness of peer-mediated intervention on social skills for children with autism spectrum disorder: a randomized controlled trial
- Life Skills Advocate (2021) – Executive Functioning 101: All About Impulse Control
- Life Skills Advocate (2020) – Executive Functioning Skills 101: All About Organization
- Life Skills Advocate (2021) – Executive Functioning Skills 101: Flexibility
- Life Skills Advocate (2021) – Executive Functioning 101: The Basics of Emotional Control
- Life Skills Advocate (2020) – Executive Functioning Skills 101: The Basics of Planning
- Life Skills Advocate (2020) – Executive Functioning Skills 101: The Basics of Time Management