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How can paraeducators effectively support a peer-tutor program?

This is an excerpt from Paraeducators in Physical Education 2nd Edition by Lauren J. Lieberman,Melissa Bittner.

By Melissa Bittner and Lauren J. Lieberman

Paraeducators can play a vital role in supporting the success of peer-tutor programs in APE. As trained support staff familiar with students’ IEPs and specific learning or physical needs, paraeducators can help ensure that peer interactions remain safe, positive, and purposeful. Their presence provides an additional layer of supervision, allowing the APE and PE teacher to facilitate instruction while the paraeducator assists with immediate behavioral, physical, or communication needs. Paraeducators can also model appropriate interaction techniques for peer-tutors, demonstrating how to give verbal prompts, provide physical guidance when appropriate, or use adaptive equipment safely and effectively. Their experience in working closely with students with disabilities makes them a valuable bridge between the APE and PE teacher’s instructional goals and the peer-tutor’s developing understanding of inclusion (Lieberman et al., 2024).

In addition to their instructional support, paraeducators can help manage logistics that enhance the efficiency of the peer-tutor program. For example, they can assist in organizing materials, preparing modified equipment, setting up or breaking down activity stations, and ensuring that adaptive tools are used correctly. Paraeducators can also help rotate pairings between peer-tutors and students with disabilities, ensuring that relationships remain positive and that all students benefit from diverse peer interactions. Their consistent presence allows them to monitor student progress, identify potential issues early, and provide immediate feedback to both the teacher and the peer-tutors. This collaboration supports classroom structure and helps maintain a predictable routine, which is particularly important for students who thrive on consistency and clear expectations (Lieberman et al., 2024).

Paraeducators can also play a key role in communication and reflection in a peer-tutor program. They can assist the APE and PE teachers by observing interactions between peers, documenting student engagement, and noting successful strategies or challenges that arise during class. These observations can inform future training sessions and provide data for informal assessments or IEP progress notes. Additionally, paraeducators can facilitate debriefing discussions with peer-tutors, reinforcing the importance of empathy, patience, and positive reinforcement. When paraeducators, teachers, and peer-tutors work collaboratively, the APE environment becomes more inclusive, well-managed, and responsive to the diverse needs of all learners (Block & Obrusnikova, 2019). Through this teamwork, paraeducators not only enhance the effectiveness of the peer-tutor program but also help cultivate a culture of support and respect within the broader school community.

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