Prepare a peer mediation conversation between students in conflict

Context

A homeroom teacher or classroom teacher (primary or secondary) who needs to mediate a conflict between two or more students and wants to prepare the conversation before having it — choosing the right questions, anticipating escalation, and not improvising in the moment.

Paste first

Before opening the model, have clear:

• What happened: a brief description of the conflict (in terms of the event, not the judgment — what happened, not "who's to blame")
• The grade level and the relationship between the students (are they friends, classmates, group partners, rivals?)
• The goal of the conversation: repair the relationship? reach an agreement? simply hear them out?
• Any specific concerns: risk of escalation, power imbalance, systematic bullying

Privacy rule: Describe the conflict without mentioning students' real names. Use "Student A" and "Student B." Do not share disciplinary history or diagnoses.

Act as a school counselor with experience in peer mediation in a school setting.

I need to prepare for a mediation conversation with two students who had a conflict. I want to arrive at that conversation with clear questions, a planned sequence, and an idea of how to handle it if it gets tense.

**Conflict context (no real names — use "Student A" and "Student B"):**
{{briefly describe the conflict: what happened, when, in what context}}

**Grade level:** {{e.g., "Grade 5"}}
**Relationship between students:** {{friends / classmates / group partners / rivals}}
**Primary goal of the conversation:** {{repair the relationship / reach an agreement / hear their versions / establish restorative consequences}}
**Specific concerns:** {{emotional escalation / power imbalance / third parties involved / none}}

**What I need:**
1. A three-part sequence for the conversation: opening, exploration, and closing — with the goal of each part.
2. Four or five concrete questions for each student (not for both at the same time) — open-ended, non-judgmental questions that help them talk about what they experienced and felt.
3. Two strategies for if the conversation heats up and the students can't listen to each other.
4. A suggestion for how to close the conversation, regardless of whether they reached an agreement.

Write in the second person. Don't use clinical language — I want something I can apply as a classroom teacher, without specialized mediation training.

Expected output

**Part 1 — Opening (5 min)**
Goal: each student knows they will be heard, not judged.
Opening question (to each separately): "Thanks for being here. Before we start, I want you to know this isn't about deciding who's right. I want to understand what you experienced. Is that okay?"

**Part 2 — Exploration (15-20 min)**
Questions for Student A:
- "What happened, from your point of view? Tell me what you went through."
- "What did you feel in that moment?"
- "Is there something you think the other person doesn't know or didn't understand about what happened?"

Questions for Student B: [same structure]

**If the conversation heats up:**
- Technical pause: "Let's take 30 seconds to breathe before continuing. I'm not going anywhere."
- Physical separation: speak with one first, then the other at separate moments.

Watch out for

• Don't paste students' real names, ID numbers, disciplinary history, or diagnoses. The model doesn't need that information to help you prepare the conversation.
• This prompt helps you prepare — not mediate. The actual conversation requires your presence, reading the moment, and professional judgment. The model can't replace that.
• If the conflict involves physical violence, abuse, or situations requiring a formal school protocol, this prompt is not enough: activate your school's protocol before mediating on your own.

Suggested iteration

If the conversation can have both students in the same room from the start and you want a different format, ask: "Adapt the sequence for both students to be present from the beginning, with questions that invite them to listen to each other, not just speak." If you also want to prepare a communication with parents/guardians after the mediation, ask: "Now help me structure a brief note to both students' parents/guardians — without taking sides — explaining what we did and what the outcome was."