Buddy Systems in Schools

Louise Petty

May 19, 2026

5 min read

A buddy system is a simple and effective way to help students feel supported, included and confident at school. By pairing students together, schools can promote positive relationships, improve wellbeing and create a stronger sense of belonging across the school community. In this article, we’ll explain what a buddy system is, the benefits a buddy system can offer and how to create one. We will also provide some practical tips on how to successfully implement a buddy system in school.

primary school children in buddy pair at school

What are Buddy Systems in Schools?

A buddy system in a school is a peer support strategy where one student is paired with another student, or a small group, to provide support, guidance and companionship. The aim is to help students feel welcomed, included and more confident in school life.

Buddy systems can take many forms depending on the needs of the school. For example, older students may support younger children during breaktimes, new students may be paired with a class buddy to help them settle in, or students may work together to support positive social interaction and emotional wellbeing.

A school buddy is not expected to act as a teacher, counsellor or behaviour manager. Instead, they provide peer support through friendship, encouragement and practical help with day-to-day school routines.

Buddy System vs Peer Mentoring

Although the terms are sometimes used interchangeably, buddy systems and peer mentoring are slightly different:

A buddy system is usually more informal and focused on helping students feel comfortable, included and supported in school. Buddy relationships are often based around friendship, settling in and social support. In many schools, buddy systems are used for younger students or new starters.

Peer mentoring is typically more structured and goal-focused. Peer mentors may receive additional training and support students with specific challenges, such as behaviour, attendance, emotional wellbeing or academic confidence. Peer mentoring programmes are often used for older students who need more targeted support.

Benefits of Buddy Systems in Schools

A well-planned buddy system can provide many benefits for students, staff and the wider school environment. By encouraging positive peer relationships, schools can create a more welcoming and inclusive culture where all students feel supported and valued. Some of the main benefits of buddy systems in schools include:

Helping new students settle into school life more quickly.
Reducing feelings of loneliness and isolation.
Encouraging positive friendships, relationships and social interactions.
Improving students’ confidence and communication skills.
Supporting children during transitions, such as moving year groups or starting secondary school.
Promoting empathy, kindness and respect between students.
Helping to reduce bullying and social exclusion.
Encouraging students to take responsibility and develop leadership skills.
Supporting student wellbeing and emotional resilience.
Creating a stronger sense of belonging across the school community.

Buddy systems can also support schools in promoting positive mental health. Children who feel connected to others are often more confident about asking for help and engaging in school activities. Peer support can provide reassurance for students who may feel anxious, overwhelmed or unsure in social situations.

children happy doing work on board in a pair

Buddy Systems and SEND

Buddy systems can be particularly beneficial for students with Special Educational Needs and Disabilities (SEND).

Some children may find social interaction challenging, feel anxious in unfamiliar situations or need additional support to build friendships and confidence. A buddy can help students with SEND feel more included in classroom activities, breaktimes and wider school life. This support may involve helping them understand routines, encouraging participation in group activities or simply providing companionship.

However, it’s important that buddy systems are implemented carefully and sensitively. Students with SEND should never feel singled out or pressured, and buddies should receive guidance so they understand how to offer appropriate support.

Schools should also remember that every child’s needs are different. A buddy system should complement existing support strategies rather than replace professional support or reasonable adjustments.

Want to Learn More?

If you work in a school setting, then our online Special Educational Needs and Disabilities (SEND) in the Classroom and Child Mental Health training courses will help to build your knowledge and confidence in how to ensure children reach their full potential in the classroom.

How to Create a Buddy System in School

Creating a successful buddy system requires good planning, communication and ongoing support. Schools should ensure that the programme is suitable for the age group, school environment and needs of the students involved. The following steps can help schools create an effective buddy system in your school:

1. Identify the Purpose of the Buddy System

Before introducing a buddy programme, schools should decide what they want the system to achieve. Having a clear purpose will help schools design a buddy system that meets students’ needs. For example, the focus may be:

Supporting new students.
Helping students during transitions.
Encouraging inclusion and friendship.
Supporting emotional wellbeing.
Reducing loneliness at breaktimes.
Promoting positive behaviour and peer relationships.

2. Choose Suitable Buddies

The students selected as buddies should be approachable, responsible and willing to help others. They don’t necessarily need to be the highest-achieving students, but they should demonstrate kindness, patience and good communication skills.

Schools may ask for volunteers, invite staff recommendations or allow students to apply for the role of buddy. In some cases, older students may be paired with younger children, while other programmes may involve students from the same year group. It’s important to avoid making assumptions or forcing friendships and recognise that some pairings may need to be adjusted over time to ensure the arrangement works well for both students.

When matching students together, schools should consider factors such as:

Personality and communication style.
Shared interests.
Age and maturity.
Individual support needs.
Confidence levels.
Existing friendship groups.

3. Provide Basic Training and Guidance

Buddies should understand what their role involves and who they can speak to if they need support from staff. Clear guidance can help buddies feel more confident in their role. Training does not need to be overly formal, but it should cover:

Active listening skills.
Respect and confidentiality.
Inclusion and kindness.
Safeguarding and when to report concerns.
Boundaries and expectations.
How to encourage participation without pressure.

4. Introduce Buddy Activities

Buddy activities help students build positive relationships in a natural and enjoyable way. Activities should be suitable for the students’ ages and interests while encouraging teamwork and communication. Structured activities can help reduce awkwardness and encourage students to interact more comfortably.

Examples of buddy class activities include:

Reading together during story time.
Playground games and team challenges.
Art and craft activities.
Group problem-solving tasks.
Shared lunchtime activities.
After school clubs.
Transition visits for younger students.
Classroom helper tasks.
Wellbeing or mindfulness activities.

5. Monitor and Review the Programme

Schools should regularly check that the buddy system is working effectively. Staff may gather feedback from students, observe interactions or hold informal check-ins with buddies. Buddy systems are most effective when they remain flexible and responsive to students’ needs. Monitoring the programme can help schools:

Identify students who may need additional support.
Resolve any difficulties early.
Adjust pairings if needed.
Recognise successful buddy relationships.
Improve the programme over time.

secondary students talking to each other

Tips for Implementing a Buddy System in an Educational Setting

The success of a buddy system depends on ongoing support and consistency. Schools should create an environment where students feel encouraged to participate and staff understand the purpose of the programme. Schools should also remember that buddy systems work best when they are part of a wider whole-school approach to inclusion, wellbeing and positive relationships.

The following tips can help schools maintain an effective buddy system over time:

Introduce the programme positively so students understand its purpose.
Ensure staff members are available to supervise and support buddies.
Keep expectations realistic and age-appropriate.
Encourage inclusion without forcing students to participate.
Review buddy pairings regularly to ensure they remain suitable.
Celebrate positive examples of kindness and peer support.
Include student feedback when reviewing the programme.
Make safeguarding procedures clear to all students involved.
Ensure buddy systems complement wider wellbeing and anti-bullying strategies.
Adapt the programme when students’ needs or school circumstances change.

A buddy system can be a valuable way to help students feel supported, included and confident in school. Whether supporting new students, encouraging friendships or improving wellbeing, a well-managed buddy programme can help students feel more connected to school life and more confident in themselves.