At San Mateo High School, the Peer2Peer Tutoring Program is led by Rotem Penaloza-Bluvstein, who oversees recruitment, training, and placement of student tutors.
The program began during the 2020–21 school year, initially operating over Zoom. According to Penaloza-Bluvstein, the idea originated with a student, Charlotte Tan, class of 2022. As a sophomore with a free period, Tan volunteered in an English support class and realized she would not otherwise have met many of the students there because of AP and honors tracking at the school. Conversations about how to provide consistent peer support—particularly in English Language Development (ELD) classes—led to the program’s launch.
Penaloza-Bluvstein explains that teachers and students in the Multilingual Learner (ML) program were often isolated, and peer tutors were difficult to recruit. When tutors were available, the quality of support varied. “We decided we needed some way to train ALL tutors to be able to work with our English Learners / Multilingual Learners (MLs) and distribute the tutors to the classes where they were most needed,” Penaloza-Bluvstein says. The program initially focused on supporting ML classes, later expanding to Special Education (SPED) classes and eventually to classrooms across campus.
Although academic support is central, Penaloza-Bluvstein emphasizes that connection is the program’s foundation. The initiative began “as a way to help students connect and find their place at our school (more than as an academic intervention program),” she says. While learning outcomes matter, she notes that students must first feel connected and safe. Today, the program serves all grade levels. Support is concentrated in ML classes, single-grade-level SPED and AVID classes, and core courses such as Biology and Algebra. Tutoring is available in a wide range of subjects, including math, English, Social science, Science, and occasionally Art. Afterschool and tutorial sessions cover coursework from Pre-Algebra to AP Computer Science.
Peer tutors are recruited primarily through teacher recommendations, though any student willing to commit the time may apply. There is no GPA requirement. Penaloza-Bluvstein notes that many of the program’s most empathetic and effective tutors are not “A+ students.” She observes that students who understand what it is like to struggle with a language, a subject, or academic expectations often make stronger peer tutors than students in more advanced content courses. The program also makes a deliberate effort to recruit students who have participated in ML and SPED programs. She adds that the experience is often mutually beneficial. Tutors gain exposure to students they might not otherwise meet or develop confidence and a sense of empowerment by supporting peers who are in positions similar to where they once were.
Peer tutoring takes place in several formats. Many tutors work during a Tutorial period held twice a week. Tutors are asked to commit to one Tutorial session per week, though some volunteer for both. In-class tutors attend assigned classes during the school day, learning or reviewing material alongside students and providing support during work time. Students may enroll in Peer Tutoring as a course for elective credit or volunteer during an open period.
The program also connects with an after-school homework support initiative called the Bearcat Den, run by Nayeli Maschio. Veteran tutors may be hired for paid positions, while others volunteer for service hours. Participation levels vary depending on student need and tutor availability.
Session structure varies depending on context. Tutorial sessions last approximately 45 minutes, and after-school sessions may run from one to one-and-a-half hours. Peer tutors typically assist with completing key assignments or preparing for assessments.
Students access tutoring in several ways. Some self-select by attending Tutorial sessions in classrooms with tutors. Others are referred through the school’s MTSS process or by academic counselors. The tutoring is now one of the school’s go-to interventions for students who are falling behind in their classes, particularly through Nayeli Maschio’s after-school Bearcat Den program. The program serves a broad range of students, from newly arrived multilingual learners to those enrolled in Advanced Placement courses.
All peer tutors complete a three-hour training session held during the school day in September or October. Training covers tutor roles, communication with classroom teachers, instructional techniques such as chunking, modeling, and the use of visuals, as well as strategies for tutoring without a shared language. Peer tutors also practice restorative justice conversations and review case studies of tutees who may require different forms of support.
One signature peer tutor training activity focuses on multilingual tutoring. Tutors are paired with peers who do not share a common language and must guide them through a mock assignment using only the unfamiliar language. The activity requires the use of visuals, gestures, cognates, and other strategies to support comprehension. Penaloza-Bluvstein says the exercise helps tutors understand both the difficulty and cognitive demands of learning in another language. During sessions, peer tutors are trained to guide rather than provide answers. Techniques include asking targeted questions, modeling steps while involving the tutee, and breaking assignments into manageable parts. Tutors are encouraged to help students recognize what they already understand.
The peer tutoring program does not yet have a formal evaluation system. Effectiveness is assessed informally and on a case-by-case basis. If concerns arise, such as a tutor being more distracting than helpful, Penaloza-Bluvstein checks in and provides additional guidance or retraining when needed.
While Penaloza-Bluvstein manages recruitment, training, placement, and troubleshooting, teachers support the program by recommending prospective tutors. One ongoing challenge is balancing tutor placement across classrooms. Penaloza-Bluvstein notes that decisions are guided by fit and need, including class size, English proficiency levels, and whether a course is a support or core requirement.
To encourage participation, the peer tutoring program offers volunteer hour tracking, elective credit, T-shirts, and letters of recommendation. However, Penaloza-Bluvstein says many students join for a different reason. She is “floored by how many of our tutors join (and stay) because they want to help one another above anything else.”
She also advises schools not to limit recruitment to high-achieving students. “Many of our best tutors are students who understand what it's like to struggle with a subject,” she says, noting that this shared experience makes it easier for tutees to lower their guard and trust their peer tutors.
The following sample peer tutoring materials come from San Mateo High School’s Peer2Peer Tutoring program and were donated by Rotem Penaloza-Bluvstein.
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