When AnnaLisa Osterby-Batryn took over as principal of Aberdeen elementary four years ago, she noticed some ongoing issues among some of the Grade 7 students.

“I noticed right off the bat that the climate of the school environment wasn’t as healthy as it could be,” she said.

Osterby-Batryn drew on her training in restorative justice to help alleviate the situation. She invited a team of three people from the Abbotsford Restorative Justice and Advocacy Association (ARJAA) to work with the students.

Four months later, the class “settled and got along,” she said.

That experience led to the development of a school-wide program that is now in its third year. The program is funded by the Abbotsford school district and works in partnership with ARJAA.

Aberdeen is the first – and only – elementary school in Abbotsford to offer a restorative action program.

This involves students being trained in skills designed to get them to talk about their problems before they lead to more serious issues such as bullying or violence.

Teachers and noon-hour supervisors have also been trained in the issues, so that they can be a support system for the students.

Twenty-two Grade 6 and 7 students serve as “peer mediators” and work in pairs. They have been trained to recognize problems among their fellow students and guide them through a process in which both sides can discuss their viewpoints in a rational manner.

Vanessa Liu, restorative action program co-ordinator for ARJAA, said the goal is to prevent problems from festering and becoming more troublesome.

“We’re looking at teaching empathy and communication skills so the students have ways of knowing how to deal with things rather than using violence,” she said.

Valerie Miller, a kindergarten teacher who has been fully trained in the restorative action program, said the process significantly reduces students’ reliance on adults to help solve their issues.

“They’re learning how to handle their own problems and come to agreement with each other,” she said.

Liu said some of the common issues the peer mediators help to settle are name-calling, rumours, and minor pushing and shoving. They are taught to refer more serious issues to their principal or a teacher.

The peer mediators either recognize the issues themselves – for example, in the playground or school hallways – or are approached by students for assistance. They are easily recognized by the red clipboards they carry, as well as from speaking to individual classes about the program.

Grade 5 student Amrit Sahota, 11, said he is glad the program is in place. He used it to help resolve an issue between his friend, Jordan Beaty, and two girls, including Jasmine Sekhon.

Amrit overheard Jasmine calling Jordan names, and told peer mediator Brandon Kondolay what was going on.

Brandon and his partner then talked individually with each side, and asked them if they would be interested in mediation. Both sides agreed, and they were brought together to discuss the problems.

Brandon was able to express how the name-calling had hurt him, and Jasmine was able to take responsibility and learn a valuable lesson.

“I shouldn’t call him names anymore,” she said.

Jordan said the name-calling stopped and he hasn’t had any more problems with Jasmine.

For his part, Brandon, a Grade 6 student, said he enjoys helping his peers.

“It’s very rewarding to help little kids, and when they’re in high school, these fights won’t still be going on.”

Jessica Reist, a Grade 7 student, said being a peer mediator has taught her some valuable skills that can carry her through life.

“I learned how to listen to both sides and how to solve problems,” she said.

Osterby-Batryn said having the restorative action program in place has resulted in a better overall environment at Aberdeen elementary. She said she has noticed a decrease in violence, threats and fighting.

“What I see on the playground is kids playing with each other . . . and they help each other,” she said.

“Everybody is connecting better.”