Today's peer tutoring program feature stands out from our typical program spotlights, which have primarily focused on school or classroom-based initiatives. Richard Siler, the circulation supervisor at Sandy Springs Library in Fulton County, GA, oversees all teen programming, including the Teen Advisory Board. One initiative from this board is a peer tutoring program, which began when a member asked to tutor on a regular basis. This effort soon expanded as two more teens joined, collectively offering tutoring services one afternoon each week. Each semester, the schedule is adjusted to accommodate the school, work, and personal commitments of the peer tutors, who are now graduating high school seniors. According to Siler, the program's future depends on some of the younger Teen Advisory Board members stepping up to become peer tutors.
The peer tutoring program has been running for the past two years. Initially focused on teens tutoring other teens, it has since expanded to support students from kindergarten through 12th grade and includes assistance with college applications. Siler notes that having three tutors offers a good balance of skills and knowledge, though was open to adding a fourth tutor if needed to meet demand.
To participate as a peer tutor, students must be listed on the Fulton County volunteer roster. Tutoring sessions are held in the library's Teen Room and are open to all students. While reservations are available, most sessions operate on a first-come, first-served basis. Each of the tutors has their own areas of specialty, so together they cover a broad range of subjects. For younger students, they provide assistance in virtually any subject.
When a parent, or occasionally a student, inquires about the program—typically by phone or email—Siler assesses the student's needs and informs the tutors so they can prepare effectively. This preparation helps ensure that each session is efficient and tailored to the student's specific needs. The program's effectiveness is evaluated through brief conversations with students at the end of each session.
Despite early challenges in gaining visibility, the program has grown steadily due to the dedicated efforts of Richard Siler and the enthusiastic support of the Teen Advisory Board members. Initially, attracting students proved difficult, but a combination of in-branch signage and social media posts eventually helped the program gain traction. Although it took about a year for the program to gain momentum, the Teen Advisory Board members remained persistent and committed throughout, demonstrating that peer tutoring success is highly likely when supported by enthusiastic participants and strong backing from stakeholders.
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