Over his 20 years as a high school teacher, Dr. Brian Johnson observed that many struggling students benefit greatly from extra, personalized academic support. During office hours, he often encountered students who had spent weeks in class grappling with certain concepts, only to "get it" within minutes of one-on-one guidance. These moments highlighted the impact of individualized help, inspiring him to develop a schoolwide peer tutoring program in 2012 at Desert Vista High School in Phoenix, Arizona. Its mission is “to provide quality peer tutoring to every student in every subject.”
Johnson serves as Desert Vista High School's Peer Tutoring Coordinator and Club Sponsor, overseeing the program while working closely with club officers and collaborating with school administration, particularly the principal and the academic interventionist. According to Dr. Johnson, the dual nature of the peer tutoring program as both a tutoring initiative and a club offers unique advantages.
“The structure of the club is the backbone of the program,” he explains, “because it inherently provides club officers who offer invaluable leadership and help run the day-to-day tutoring sessions.” Additionally, the club-based model contributes to the program's sustainability, as each year, many new members joining the program are friends of the tutors, creating a steady pipeline of new participants.
Teacher-supervisors also play a vital role. A teacher-supervisor is present during tutoring hours, tasked with supervising activities, maintaining a conducive tutoring environment, and serving as a content specialist when needed. Beyond their supervisory duties, teachers are also encouraged to actively promote peer tutoring to students and parents.The peer tutoring program serves students in grades 9–12, covering every subject offered at the school, which has an enrollment of over 2,700 students. Currently, the program operates through in-person tutoring sessions, though it has adapted to various formats in the past. During the COVID-19 pandemic, it shifted to online-only sessions and later implemented a hybrid model combining in-person and virtual tutoring for about two to three years. The program utilized Google Meet for virtual sessions and PeerKonnect as the scheduling platform.
Tutoring sessions are available during the following hours:
Sessions are held in a science classroom equipped with long tables, which provide an ideal setup for tutoring interactions.
The peer tutoring program is promoted through a variety of channels, including flyers, email, school TV announcements, and social media. While many students opt in on their own, some are paired with tutors at the request of their parents and guardians. Additionally, administrators, teachers, counselors, and coaches actively advocate for the program. The school’s Academic Interventionist plays a pivotal role by monitoring student grades, engaging parents, and proactively reaching out to struggling students to encourage their participation.
Johnson firmly believes that any student willing to tutor is proficient in at least one subject or class. Until recently, the program did not have a formal selection process. However, this school year, a teacher recommendation requirement was introduced. Teachers are asked to rate students on a scale of 1 to 10, based on their ability to help others, and to explain why they believe the student would excel as a peer tutor.
To prepare for their roles, prospective tutors attend a training session before the academic year begins, covering key tutoring principles. To ensure continued growth and effectiveness, additional training is provided during monthly club meetings throughout the year.
As previously mentioned, each tutoring session is supervised by a teacher, ensuring everything runs smoothly. Before the session begins, a tutoring sign is prominently displayed in the breezeway, and a receptionist at the front table greets arriving students. The receptionist guides tutees to scan a QR code for sign-in and helps pair them with an available tutor.Throughout the session, tutors are encouraged to follow the SIMPLE approach: Smile, Introduce themselves, Memorize the tutee’s name, be Patient, Listen actively, and Engage the tutee. Sessions can last up to an hour, typically starting with an assessment of the tutee’s understanding. Peer tutors are trained to begin with simple questions, asking tutees to demonstrate what they know. This approach helps identify mastered concepts and areas requiring additional focus, ensuring that each session is tailored to the tutee’s needs.
Research consistently highlights the significant and positive impact of in-school peer tutoring programs, not only on the academic performance and attitudes of the students receiving tutoring but also on the tutors themselves. Tutors often experience increased self-confidence and a deeper understanding of the subjects they tutor.
Dr. Johnson's dissertation further confirmed these benefits, particularly in terms of improved attitudes and self-confidence among participants. Over the years, he has also gathered quantitative data showing measurable improvements in academic performance for tutees and enhanced subject mastery for tutors.
To evaluate the peer tutoring program’s overall success, Johnson considers several factors, including attendance rates, the number of tutors, and the program's sustainability.
One of the ongoing challenges for the peer tutoring program has been encouraging students who need the most help to participate. These students often struggle with a lack of motivation or are reluctant to come in before school or stay after hours. To address this, the school has taken proactive steps, such as reaching out directly to the students and parents to strongly encourage participation.
A particularly effective initiative from a few years ago was the introduction of an "Academic Lab." In this program, the academic interventionist and school counselors identified students who would benefit most from peer tutoring. These students were paired with a specific tutor for the entire academic year. Sessions were held once a week during school hours, lasting about 30 minutes in the library. The consistency of the tutor-tutee pairings, coupled with the regular weekly schedule, led to significant improvements in academic performance and engagement.
The idea of students teaching other students is not new—it has been practiced for thousands of years. However, it wasn't until the late 1800s that peer tutoring became a more formalized approach in schools. Today, it is recognized as an evidence-based solution and a best-practice methodology. The instinctive reliance on a peer is at the core of peer tutoring. In fact, peer tutoring naturally happens everyday, more than we even realize it.
This approach provides an essential added layer of support for students, teachers, counselors, administrators, and families. "It really is a win-win for everyone!" says Johnson. For schools considering implementing a peer tutoring program, he recommends adopting a club-based model, which has been instrumental in the success and sustainability of Desert Vista's peer tutoring program.
He also stresses the importance of securing strong support from key stakeholders, especially school administration. "The roll out phase is very important. This needs to be strategic and purposeful," he explains. He also highlights that offering tutoring during the school day, rather than before or after school, can significantly boost student participation and engagement.
If you have any questions for Dr. Johnson please send an email to briansjohnson05@gmail.com.
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