Evaluating peer-to-peer coaching in secondary schools
RAND Europe and the University of Leeds are evaluating Peer-to-Peer Coaching, a structured 10 week peer tutoring programme for Year 7 and Year 10 pupils, aimed at enhancing mathematical attainment, self efficacy, and metacognitive skills.
What is the issue?
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Peer tutoring programmes have attracted growing attention within the educational policy landscape due to their potential to address persistent challenges in academic attainment. Evidence from the Education Endowment Foundation (EEF) suggests that peer tutoring approaches in schools can result in an average of five additional months of progress each year, with even greater benefits observed among pupils eligible for free school meals. Evidence also indicates that pupils who deliver coaching sessions experience similar learning gains. An independent evaluation of CoachBright’s Peer-to-Peer Coaching programme, conducted by ImpactEd, offers tentative evidence of positive effects on attainment, self efficacy, and the development of metacognitive skills. However, the programme has not yet been independently evaluated at scale and would benefit from a rigorous trial to strengthen its evidence base.
How are we helping?
We are conducting a randomised controlled trial (RCT) of the programme, together with an implementation and process evaluation (IPE), in collaboration with colleagues at the University of Leeds.
The RCT will compare outcomes among pupils in schools participating in the programme (the intervention group) with outcomes among pupils in schools not taking part (the control group). Schools will be randomly assigned to each group. Over a 10-week period, selected Year 10 pupils in the intervention group will be paired with Year 7 pupils and will deliver weekly, 60-minute coaching sessions to their younger peers. These sessions will be supported by CoachBright Programme Managers, who will provide training, guidance on resources, and ongoing supervision, working alongside an in-school coordinator.
The IPE will run alongside the impact evaluation to help contextualise the findings and to explore perceptions of impact, the delivery model, and the costs to schools.
