Inschools,muchoftheresponsibilityofimplementinginterventionstoimproveoutcomesforstudentsfallsonteachers,whichmayleadtocapacityandresourceissues.OnesolutiontothisproblemistheuseofPeer-MediatedInterventions(PMIs),whichincludeavarietyofapproachesthatutilizesimilarindividualstothetargetstudent(e.g.,studentsinschool-basedinterventions)asinterventionistsorbehaviorchangeagents.Althoughthereisawealthofresearchtosupporttheeffectivenessofstudentsasinterventionists,peersremainanunder-utilizedresourceinschool-basedinterventiondelivery.PeersasChangeAgentsisacomprehensiveresourceforschool-basedprofessionalsworkingtoincorporatePMIsacrossacademic,behavioral,andsocial-emotionalinterventions.Thetextsynthesizesthecurrentresearchonschool-basedPMIsanddistillstheliteratureintoconcretestrategiesthatcanbeeasilyimplementedinschool-basedcontexts.BuildingonthefoundationalprinciplesofPMIs,theauthorsreconceptualizethisworkintothreenewcategories:Peer-MediatedAcademicInterventions;Peer-MediatedBehavioralInterventions;andPeer-MediatedGroupSupports,tobetteraddressstudents’uniqueneeds.ChaptersalsohighlighttheadvantagesofPMIs,includingtheirpotentialforculturalrelevance.Asschoolstaffcontinuetograpplewiththepracticalchallengesofensuringequityinstudentoutcomes,PeersasChangeAgentsprovideseducators,schoolpsychologists,andcounsellorseffectiveandefficienttoolstosupportstudentsaschangeagentsintheirownlearningcommunities.
