PeaceDNA Middle School Street-Mediation Practice. (A Teacher-Guided Curriculum for Middle School Students).
This curriculum helps a teacher introduce one middle school student to safe, peaceful ways of responding when a public disagreement begins to grow.
The student is not being trained to break up fights, control other students, or solve dangerous situations. The goal is to help the student recognize Conflict, offer a few safe words when appropriate, and know when to leave and find an adult.
A student’s first responsibility is safety—not mediation.
PeaceDNA’s Three Steps
- Conditions: Is it safe, peaceful, and reasonable to talk?
- Conflict Positions: What are the Facts, Feelings, and Beliefs?
- Remedy: What does each person want, and what can each person do next?
PeaceDNA also uses three special skills:
- FOUL Buster: Respond to a non-dangerous verbal attack with a question about the real Problem.
- Kanji Listening: Listen to understand before judging or responding.
- Rephrase for Yes: Ask whether you correctly understood what the person meant.
Recommended Teaching Format
Teach the curriculum in six sessions of about 30 to 40 minutes each.
Each session includes:
- A short explanation
- A fictional story
- Teacher questions
- Spoken practice
- A safety check
- A closing reflection
Use fictional or low-risk situations. Do not require the student to discuss bullying, violence, family Conflict, or another sensitive personal experience.
Session One: Safety Comes First
Learning goal
The student will learn the difference between a disagreement they might safely help slow down and a dangerous situation requiring adult help.
Teacher introduction
Explain:
“Knowing PeaceDNA does not mean you have to step into every Conflict. Sometimes the safest and most peaceful choice is to leave, get an adult, or call for emergency help.”
Story
Two students are arguing near the school entrance.
Student One:
“You cut in front of me!”
Student Two:
“No, I didn’t. Stop lying!”
They are several feet apart. Neither student is touching the other.
Ask:
- What can you actually observe?
- What do you not know?
- What signs would make this unsafe?
- Which adults are nearby?
- Could you help without moving between them?
Red-light warning signs
The student should leave and get an adult if:
- Someone has or may have a weapon.
- Physical fighting has begun.
- Someone makes a serious threat.
- Someone is being chased, cornered, or blocked.
- A crowd is encouraging a fight.
- A person appears intoxicated or unable to think clearly.
- The student feels afraid.
- An older or stronger person is threatening someone.
- The disagreement involves abuse, stalking, or gang activity.
Practice phrase
“I’m getting an adult.”
Teach the student that this is not weakness, betrayal, or failure. It is a safety decision.
Closing question
“What is one sign that would tell you not to step in?”
Session Two: Ask Before Helping
Learning goal
The student will learn that mediation is an invitation, not a command.
Story
Two students are arguing over a seat in the cafeteria.
Maya:
“I was sitting there.”
Zoe:
“You got up. It isn’t your seat forever.”
A third student, Jordan, wants to help.
Jordan should not say:
“Be quiet. I’m going to settle this.”
Jordan could ask:
“Would it help if we slowed down and figured it out peacefully?”
Or:
“Do you both want help working this out?”
Teacher explanation
The people in Conflict may say no (“I do not want help”). If either person does not want the help, the student should step away and get an adult if needed.
Conditions question
If they agree, Jordan can ask:
“Can we talk without insults, threats, or interrupting?”
The answer must be voluntary.
Role-play
The teacher plays Maya and Zoe one at a time. The student practices offering help.
Practice three possible responses:
- “Yes, help us.”
- “No, stay out of it.”
- “Who asked you?”
For the second and third responses, the student practices saying:
“Okay. I’m stepping back.”
Closing lesson
A student does not become the boss of the Conflict simply because they offer to help.
Session Three: Find the Real Problem
Learning goal
The student will learn to look underneath insults and accusations.
Story
At a basketball court, Chris says:
“Malik has no respect.”
Malik says:
“Chris thinks he owns the court.”
These are judgments. The exact Problem is still unclear.
Teacher questions
Ask the student:
- What might have happened?
- Which words are judgments?
- What question could uncover the event?
- What needs to be settled right now?
Helpful Guiding Questions
“What happened right before the argument started?”
“Is the Problem whose turn it is?”
“What needs to happen so the game can continue peacefully?”
Less-helpful questions
“Who started it?”
“Who is lying?”
“Why are you acting like babies?”
These questions can increase blame or embarrassment.
Student practice
Turn each judgment into a question:
- “She’s selfish.”
- “He cheats.”
- “They always cause trouble.”
Possible questions:
“What did she do that you thought was unfair?”
“Which rule do you believe he broke?”
“What happened today?”
Closing lesson
The purpose is not to prove who is a good or bad person. It is to identify the present Conflict Problem.
Session Four: Facts, Feelings, and Beliefs
Learning goal
The student will learn that something can feel true without yet being a proven Fact.
Story
Avery says:
“Kai knocked my notebook down on purpose to embarrass me.”
Help the student separate the statement.
| Conflict Position | Example |
| Fact claim | Kai made contact with the notebook, and it fell. |
| Feeling | Avery felt embarrassed and angry. |
| Belief | Kai did it deliberately. |
| Belief about intention | Kai wanted to embarrass Avery. |
| Unknown | What Kai intended and exactly how the contact happened. |
Teacher explanation
Avery’s feelings are real. Avery’s belief may turn out to be correct. However, a mediator should not announce that Kai acted deliberately before learning more.
Guiding Questions
“What happened just before the notebook fell?”
“How did you feel when it happened?”
“What made you believe it was on purpose?”
Ask Kai:
“What happened from your point of view?”
Important connection
A body movement can be observed. Its meaning may still be a belief.
For example:
- Observation: Kai laughed.
- Possible belief: Kai thought the situation was funny.
- Other possibility: Kai laughed because of nervousness.
Student exercise
Give the student three statements to sort:
- “She rolled her eyes.”
- “She thinks I’m stupid.”
- “I felt embarrassed.”
Answers:
- Possible Fact
- Belief
- Feeling
Session Five: The Three PeaceDNA Skills
Part One: Kanji Listening
Learning goal
Listen to understand before deciding who is right.
Give the student this silent question:
“Can I understand this person’s Conflict Position before deciding what I think?”
Read aloud:
“I wasn’t trying to take his ball. I thought the game was over. Then he yelled at me in front of everyone.”
Ask the student to identify:
- What happened?
- How did the speaker feel?
- What did the speaker believe?
- What remains unknown?
Remind the student not to prepare an argument while the other person is speaking.
Part Two: Rephrase for Yes
Learning goal
Check whether the student understood correctly.
A possible rephrase is:
“You believed the game was over, and you felt embarrassed when he yelled at you in front of everyone. Is that right?”
The speaker might answer:
“Mostly, but I was more angry than embarrassed.”
That correction is helpful.
A “yes” does not mean:
- The speaker proved the story.
- The listener agrees.
- The other person is guilty.
- The Conflict is over.
It means only:
“You understood what I was trying to say.”
Part Three: FOUL Buster
Learning goal
Respond to a non-dangerous verbal FOUL without attacking back.
Story
One student says:
“He’s a liar.”
A counter-FOUL would be:
“You’re the liar.”
A FOUL Buster could be:
“Which statement do you believe was not true?”
Other examples:
| FOUL | Possible FOUL Buster |
| “She has no respect.” | “What happened that felt disrespectful?” |
| “He always cheats.” | “Which rule do you believe he broke today?” |
| “You’re stupid.” | “What do you think I misunderstood?” |
| “She started everything.” | “What happened first from your point of view?” |
Teacher warning
A FOUL Buster is not safe for threats, physical aggression, repeated bullying, or abuse. The student should leave and seek adult help.
Session Six: Practice the Complete Process
Scenario: The Missing Earbuds
During an after-school program, Lena cannot find her earbuds. She sees that Tasha has a similar pair.
Lena:
“You stole my earbuds!”
Tasha:
“These are mine. Stop accusing me!”
Jordan is nearby and wants to help.
Step One: Check the Conditions
Jordan observes:
- No one is fighting.
- Both students are several feet apart.
- A staff member is nearby.
- The earbuds’ ownership is disputed.
- The accusation could quickly escalate.
Jordan does not touch the earbuds or stand between the students.
Step Two: Offer Help
“Would it help if we slowed down until the staff member can help figure this out?”
If either person refuses or becomes threatening, Jordan gets the staff member.
Step Three: Create Space
“Can we all take a step back and leave the earbuds where they are?”
This preserves safety and helps avoid further argument over the object.
Step Four: Hear Lena
Jordan asks:
“What happened?”
Lena explains that she placed her earbuds on a table and later saw Tasha holding a similar pair.
Jordan rephrases:
“You left your earbuds on the table. When you came back, they were gone, and you saw Tasha with a similar pair. You believe they may be yours. Is that accurate?”
Lena says yes.
Jordan does not say Tasha stole them.
Step Five: Hear Tasha
Tasha explains that the earbuds were a birthday gift and have a scratch on the case.
Jordan rephrases:
“You say these are your earbuds, and you feel angry because you believe you were accused without enough evidence. Is that right?”
Tasha says yes.
Step Six: Handle a FOUL
Lena says:
“She steals stuff all the time.”
Jordan uses a FOUL Buster:
“Is there something that happened today that makes you believe these earbuds are yours?”
Jordan should not investigate unrelated rumors.
Step Seven: Find a Remedy
Because ownership cannot be safely decided on the spot, Jordan asks:
“Would you both be willing to leave the earbuds with the staff member while they help check?”
The short-term Remedy is:
- Neither student handles the earbuds.
- A staff member holds them.
- Lena checks her bag and asks whether anyone moved her pair.
- Tasha describes identifying marks or other proof.
- The adult follows the program’s property procedure.
Step Eight: End the Student’s Role
Once the adult arrives, Jordan steps away.
Jordan does not question witnesses, search anyone’s belongings, or decide who owns the earbuds.
Final Teacher-Guided Practice
Present this scenario:
Two students are arguing at a bus stop. One says the other posted an embarrassing picture. The accused student says, “It was only a joke.” Voices are getting louder, but no one has made a threat or touched anyone.
Ask the student to provide:
- Two warning signs that would require adult help
- One safe place to stand
- One opening Toss-in
- One Conditions question
- One Facts question
- One Feelings question
- One Beliefs question
- One Rephrase for Yes question for each person
- One FOUL Buster
- One possible short-term Remedy
- One sentence for ending their involvement
Possible opening
“Would it help to pause and get an adult to help with the picture?”
Possible Remedy
- No one reposts or forwards the image.
- The person who posted it stops displaying it.
- A trusted adult helps preserve needed information and follows school policy.
- The targeted student receives support.
- The student mediator does not inspect, download, or distribute the image.
If the image may involve sexual content, exploitation, threats, or serious harassment, the student should immediately involve a trusted adult and should not copy or share it.
Student Pocket Guide
Remember these six moves:
- Look: Is it safe?
- Ask: “Do you want help?”
- Create space: “Can everybody step back?”
- Clarify: “What happened?”
- Rephrase: “You felt ___ because you believed ___. Is that right?”
- Get help: Leave when the Conflict becomes unsafe or too serious.
The student does not have to complete all six moves. Sometimes the right response is simply:
“I’m getting an adult.”
Red-Team Analysis
Student-safety perspective
The title “street mediator” could make a middle school student feel responsible for stopping dangerous conflicts.
Safeguard: Teach repeatedly that the student is learning peaceful communication, not physical intervention. Leaving and getting an adult must be treated as a successful response.
Teacher perspective
Role-playing insults, accusations, theft, social-media harm, or bullying could expose an active student problem or embarrass a participant.
Safeguard: Use fictional names and neutral scenarios. Never require personal disclosure. Stop a role-play that causes distress and follow school safeguarding rules when a real concern emerges.
Equity and disability perspective
Adults may praise calm speech while judging louder, emotional, culturally different, neurodivergent, or limited-English communication as aggressive. A student may copy this bias.
Safeguard: Evaluate observable behavior and immediate risk—not accent, eye contact, volume alone, disability, race, clothing, reputation, or communication style. Provide alternate ways to participate, including writing, extra processing time, or help from a trusted adult.
Skeptic’s perspective
The complete PeaceDNA process may be too long for a fast-moving student disagreement. A young mediator could sound unnatural or frustrate the participants with too many questions.
Safeguard: Teach the student to use the smallest helpful Toss-in. “Can everybody step back?” or “Should we get an adult?” may be enough. The goal is not to display every skill. It is to help create the safest peaceful next step.
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