Conflict management techniques in school

Effective conflict management in schools - how? Our training in mediation and restorative practices gives educators state-of-the-art tools to deal with student-student, parent-educator or teacher-teacher disagreements.

1. Mediation at school

Accredited training, eligible for the teacher training scheme, 64 hours - 64 points!

In schools and in family life, we can also feel that conflicts of interest are increasingly bringing to the surface a wide range of conflicts and that it is very difficult to get the parties involved to engage in dialogue. Each side may be right from its own point of view, but there is often a lack of methods to create a platform where agreements can be reached where stakeholders can support each other. Without constructive communication patterns and conflict management tools, individual and institutional relationships become strained. Mediation and restorative practices in social support work in kindergartens and schools, alongside teachers, can help.

How can we prevent and manage conflicts in schools?

Our mediation training, tailored to school situations, helps teachers to identify conflicts between school actors at an early stage and provide them with the tools to deal with them. Mediation also provides effective and varied tools for resolving long-standing conflicts with parents, students and colleagues. And mediation training is an excellent complement to restorative practices training, which places a strong emphasis on community building and can be used as an effective method for dealing with bullying cases in schools.

Structure of mediation training in schools

At Partners Hungary Foundation, we have developed a module-based programme, accredited in the teacher and social training system, for teachers and social professionals interested in mediation.

  1. module: 3 days/ 30 hours, 30 credits. Basic training, through many exercises, personal experience, tailored to the group, which introduces the nature of conflicts, the process of mediation and its relevance to school life.
    Training can be continued on request.
  2. module: 3 days/ 30 hours, 30 credits. Participants will learn and practise new mediation methods and techniques, using their own experience, and deepen their practical knowledge in the use of the method, focusing on conflicts in schools.
  3. module - case discussion group. Duration: 4 hours, 4 credits.


What topics are covered in the school mediation training?

  • Process, causes, stages, characteristics, types, possible approaches to conflicts, with examples from real schools
  • Individual conflict resolution strategies - self-awareness
  • Conflict management tools from the mediation toolkit, adapted to school situations
  • Theory and practice of questioning
  • Advanced mediation techniques with difficult clients
  • Alternative dispute resolution tools in school policies or how to start real change in schools?

I want to take part in the training, what do I need to do? Contact us at!


2. Training as a cortical mediator for students aged 12-18

How does contemporary mediation work?

The role of peers is highly emphasised among teenagers, who share their problems primarily with each other, so it is of paramount importance to provide them with tools to manage their conflicts. Mediation tools can be used by students among themselves.
As young people, it is not realistic to expect them to mediate independently in conflict situations, which are extremely complex. For example, a conflict may end in aggression or abuse, or some details may be posted online, over which it is very easy to lose control. Our mediator training is offered in combination with our mediator training for teachers, so that teachers and students can act in a coordinated way when dealing with conflicts in schools.

The role of contemporary mediators

  • If a conflict is detected, use mediation tools with the parties in dispute.
  • Tell the teacher that adult help is needed to resolve the conflict.
  • They can lead mediation sessions with a teacher-mediator in the event of teacher-student conflict.


Who can be contemporary mediators?

If a school is committed to the peaceful resolution of conflicts, teachers and students should be trained in mediation and restorative practices. Students over the age of 12 are well placed to be involved in mediation training:

  • are interested and motivated,
  • have relevant extra-curricular experience, for example peer support would be an advantage,
  • have good communication skills,
  • enjoy working in a team, are active in social situations,
  • it makes sense to involve the 9th to 10th grades in order to keep the method in school for as long as possible.


How many days is the training for a contemporary mediator?

During our 6-day training, we worked with interactive, student-tailored exercises to increase participation and involvement. It is important that teachers are also trained in mediation, preferably several of them from the same teaching staff, to ensure that the method is embedded in everyday life and that students are not left alone in difficult situations. The training in contemporary mediation should be concluded with a joint session involving the teacher-mediators, so that together we can work on integrating mediation into school life.

How can mediation work in schools?

In order for mediation to become part of school life and for teacher-mediators and student-mediators to work together successfully, there needs to be ongoing collaboration and opportunities in schools to talk about the importance of conflict resolution. Student councils can play a key role in promoting the method. Teachers should discuss the benefits of mediation at management meetings and with staff. It is a good idea to produce posters with the mediators' photos and names on them, and to post them on the notice board, for example, next to the bell-ringing order. It is also important to be able to ask for help anonymously, for example by writing in a box in the corridor to report a perceived conflict.

Mediation sessions should preferably take place outside of school hours, perhaps in seventh or eighth period, when the teacher is not substituting and the student is not writing a paper, to minimise the number of absences and the need for re-scheduling. 


3. Restorative practices training


Read more about the training HERE!

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