Date of Award

8-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Reenay Rogers, Ph.D.

Second Advisor

Brenda Fortson, Ph.D.

Third Advisor

Mark Davis, Ph.D.

Abstract

The problem this mixed-methods convergent research study aimed to explore was the increasing incidence of rural high school students performing poorly academically, socially, and emotionally. This mixed-methods convergent research study aimed to examine one peer helper program as perceived by rural high school peer helpers. This research study aimed to answer the following research questions: (1) How do rural high school peer helpers perceive their experience as a peer helper? (2) What are the key elements of Thriveway’s Peer Helpers PLUS Program as perceived by rural high school peer helpers? (3) How effective is Thriveway’s Peer Helpers PLUS Program’s training on rural high schools’ peer helpers’ confidence in their ability to help their peers? The researcher utilized questionnaires and interviews to obtain qualitative and quantitative data. Participants were trained peer helpers attending a rural high school in one North Central Alabama county. Data was analyzed using manual thematic coding and Statistical Package for the Social Sciences (SPSS, v. 29). Results included peer helpers’ reasons for becoming peer helpers, key elements of the peer helper program, and a gauge of confidence levels in the peer helpers’ abilities to help their peers. Research conducted the non-parametric Wilcoxon signed-rank test to measure the difference in peer helpers’ confidence levels before and after training, z = -2.956 to -4.356, p< .001 with a large effect size (r=>50).

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