In my master's thesis, I explored school and peer mediation not merely as a method of conflict resolution, but primarily in terms of its preventive role in fostering social skills and cultivating a positive school climate. In contemporary schools, there is a growing need for systematic forms of socio-emotional learning that are more closely aligned with students’ specific relational challenges.
Through my research, I sought to gain a deeper understanding of how mediation processes are experienced by those directly involved – students and professionals. I was particularly interested in how mediation contributes to the development of students' social, emotional, and communication competencies, as well as to the strengthening of relationships more broadly, and in the challenges its implementation presents in practice.
In the empirical part of the study, I employed a qualitative research approach. Semi-structured interviews and a focus group provided valuable insight into the participants’ subjective experiences. The data analysis revealed that experiencing a safe space and feeling genuinely heard are key elements for students in the mediation process. The findings indicate that mediation significantly enhances their ability to self-regulate, empathize, and communicate constructively. Despite these clear positive effects, practice points to serious obstacles – ranging from chronic time constraints to inconsistent support within teaching teams.
Overall, the findings not only confirm the developmental potential of mediation but, above all, highlight the necessity of systemic support, without which such processes are unlikely to be sustainable in everyday school life.
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