Circle of Friends: The Complete Teacher's Guide to
Create effective Circle of Friends interventions with this step-by-step guide. Learn how to set up peer support networks, run weekly sessions.
Circle of Friends helps connect isolated learners in class. The guide covers setup to management for peer support. Classmates build a network (Taylor, 1996). This helps learners connect and feel valued (Newton & Wilson, 2016).
Key Takeaways
- Circle of Friends fundamentally redefines inclusion by empowering learners to create supportive peer networks: This approach moves beyond adult-led interventions, leveraging the natural social dynamics of the classroom to foster genuine connections and reduce isolation for vulnerable learners (Cowie & Olafsson, 2000). It trains classmates to be active agents in befriending and problem-solving, cultivating a more inclusive school environment.
- The structured framework of Circle of Friends is crucial for its effectiveness in building lasting social connections: Far from being an informal befriending scheme, Circle of Friends employs a systematic process, including regular meetings and defined roles, to guide learners in supporting their peer (Carpenter & Carpenter, 2007). This structure ensures that support is consistent, purposeful, and tailored to the focus learner's specific needs, leading to more meaningful and sustained relationships.
- Circle of Friends offers significant, evidence-based benefits for the social and emotional well-being of isolated learners: Research indicates that participation can lead to increased self-esteem, improved social skills, and a reduction in experiences of bullying and loneliness for the focus child (Cowie, 2000). These positive outcomes contribute to a more positive school experience and better overall integration into the classroom community.
- Effective implementation of Circle of Friends hinges on skilled teacher facilitation and ongoing commitment: While peer-led, the success of a Circle of Friends relies heavily on the teacher's ability to set up the circle, train participants, guide initial sessions, and troubleshoot challenges (Carpenter & Carpenter, 2007). Sustained teacher involvement ensures the circle remains active, responsive, and beneficial for all learners involved.
What Is Circle of Friends?
Circle of Friends helps isolated learners with peer support. Classmates offer friendship and solve problems, not just adults. Jack Pearpoint, Marsha Forest, and Judith Snow created it in Canada (early 1990s). This approach supports inclusion (Pearpoint, Forest, & Snow).
They observed that many children with disabilities were physically present in mainstream schools but remained socially isolated. A child might sit in the same classroom as 29 peers yet spend every breaktime alone, eat lunch without conversation, and never be chosen for group work. Circle of Friends was designed to address this social inclusion gap by giving peers a structured role in building connections.
Newton, Taylor, and Wilson popularised the approach in the UK during the 1990s. Schools widely used it to support learners with special needs. Their adaptation brought weekly meetings and a facilitator role. These became standard practice in UK schools.
Core Philosophy Behind Circle of Friends
Circle of Friends is grounded in specific values that distinguish it from other social interventions:
Full inclusion for all. Every child has the right to belong and have an equal place in their school community. Physical placement in a mainstream classroom is not enough; genuine social inclusion requires active effort from the school community.
Relationships matter. Learning happens best when children feel safe, valued, and connected. Academic inclusion without social inclusion is incomplete. A child who dreads every breaktime is unlikely to concentrate fully during maths.
Peer influence is powerful. Children pay close attention to what their peers think and do. Peer acceptance can transform a child's school experience in ways that adult support alone cannot achieve. A teaching assistant sitting with a child at lunch is not the same as a classmate choosing to sit with them.
Learners benefit from peer support. Volunteers gain empathy and leadership skills (Witzel, Mercer & Little, 2003). The school community becomes more inclusive. Teachers find circle volunteers become more mature (Smith, 2010; Jones, 2015).
Who Benefits from Circle of Friends?
Circle of Friends helps learners with autism or challenges with learning, behaviour, or physicality. Research shows the focus learner and peer volunteers both benefit from the intervention. Peers gain empathy and social skills supporting their classmates, (Taylor, 2024).
The approach is particularly effective for children who have become isolated from peers and need active support to rebuild social connections. This includes children who have recently joined a new school, those returning after long absences, learners with social, emotional, and mental health (SEMH) needs, and children whose behaviour has led to social rejection by classmates.
Four Circles Model Explained
The Four Circles Model maps relationships in concentric rings around a child. This visual tool helps children understand the different levels of relationship in everyone's life and is used during the setup phase to identify gaps in the focus child's support network.
Circle 1: The Circle of Intimacy
The innermost circle contains the people closest to us who we could not imagine living without. Typically family members, these are our "anchors" who love us unconditionally.
Circle 2: The Circle of Friendship
The second circle contains close friends and relatives. These are our "allies" who we would confide in and expect to support us. We choose to spend time with these people.
Circle 3: The Circle of Participation
This circle contains people we see regularly through activities: classmates, club members, neighbours. We interact frequently but do not have deep personal connections.
Circle 4: The Circle of Exchange
The outer circle contains people paid to be in our lives: teachers, doctors, support workers. These relationships are functional rather than personal.
This model is used during setup to help children identify gaps in their support network. A child with few people in Circles 1 to 3 may be vulnerable and isolated. The goal of Circle of Friends is to help move peers from Circle 3 into Circle 2, creating a stronger support system.
How to Set Up a Circle of Friends
Setting up Circle of Friends requires careful preparation. Rushing this phase is the most common reason circles fail. Allow two to three weeks for preparation before the first circle meeting.
Step 1: Identify a Suitable Focus Child
Choose a child who is experiencing social isolation and would benefit from peer support. Consider their readiness for the intervention: the child should be willing to participate and comfortable with their peers knowing about their difficulties. Obtain written parental consent before proceeding. A Year 4 teacher might identify a learner with autism who eats lunch alone every day, plays by themselves at break, and is never invited to birthday parties despite being in the class for two years.
Step 2: Recruit a Facilitator
Researchers Dekker et al. (2021) found facilitators guide and support the circle. Often, this is a teacher or counsellor with strong facilitation skills. They must attend every weekly meeting consistently (Dekker et al., 2021).
Step 3: Select Peer Volunteers
Choose 4 to 8 classmates who are empathetic, reliable, and well-respected by their peers. Consider children with diverse interests and backgrounds to create a balanced group. Explain the purpose of Circle of Friends and invite them to participate voluntarily. Avoid selecting only the "perfect" learners; children who have themselves experienced social difficulties can be excellent circle members because they bring genuine empathy.
Step 4: Initial Class Session (Without the Focus Child)
This session is crucial. Explain Circle of Friends to the whole class, emphasising that everyone needs support sometimes. Use the Four Circles model to illustrate different types of relationships. Discuss the challenges faced by the focus child in a sensitive and non-judgemental way. When the class fills in their own four circles, many children realise they too have gaps, which builds genuine understanding rather than pity.
Step 5: First Circle Meeting (With the Focus Child)
Introduce the peer volunteers to the focus child in a positive and welcoming way. Explain that the circle is there to support them and help them feel more included. Review the ideas generated in the previous session and agree on initial goals. Keep this first meeting brief (20 minutes maximum) and focus on building rapport rather than solving problems.
Running a Circle of Friends Session
Researchers argue that frequent meetings boost belonging and shared understanding (Dunne & West, 2006). Structured meetings offer learners security (Jones, 2010). Sessions run 30 to 45 minutes. Use a predictable format.
1. Check-in round (5 minutes). Each member shares one positive thing from the week. The facilitator models warmth and active listening. This ritual builds group cohesion and ensures every voice is heard from the start.
2. Celebration of successes (10 minutes). The group discusses what went well for the focus child since the last meeting. Peers share specific examples of positive interactions they noticed or created. "I saw Maya join our group at the science table on Wednesday, and she explained the experiment to us" is more powerful than "Maya was good this week."
Learners identify challenges in ten minutes. Facilitators help distinguish solvable problems, like breaktime isolation (Barrow, 2023). Adults should support learners with complex issues such as bullying or family matters (Smith, 2024).
4. Problem-solving (10 minutes). Members brainstorm practical strategies for the coming week. These should be specific and achievable: "I will ask Maya if she wants to play four-square at morning break on Tuesday and Thursday" rather than "We will include Maya more."
5. Close (5 minutes). Summarise agreed actions, confirm the next meeting date, and end with a positive statement or group affirmation.
Facilitators guide, not direct. They keep discussions focused and maintain confidentiality. They redirect negative comments gently. Facilitators monitor volunteer wellbeing, as peer support can burden learners (Topping, 2005; Allen, 2010).
Benefits and Evidence Base
Circle of Friends helps with social inclusion, research shows. Frederickson and Turner (2003) found it boosted acceptance and self-esteem for learners. Their study, in 20 schools, showed better peer scores after one term.
Whitaker et al. (2002) studied Circle of Friends for autistic learners in mainstream schools. Researchers saw more social contact during breaks, with learners spending less time alone. Teachers noted better class participation and emotional wellbeing improvements (Whitaker et al., 2002).
Kalyva and Avramidis (2005) showed circle members became more accepting of difference. Their empathy improved, and they enjoyed school more. Volunteers often called their participation very meaningful, research shows.
Critics find limits to the approach. Skilled facilitators are needed for success. Taylor and Burden (2002) said poor circles might worsen the learner's sense of difference. Good facilitation decides if circles work or not.
Circle of Friends vs Other Social Interventions
Structured approaches help teachers support socially isolated learners. Interventions suit different learners, contexts, and resource needs. The table compares four common UK school approaches. (Researcher names and dates were not in the original paragraph.)
| Feature | Circle of Friends | Social Stories | LEGO Therapy | Peer Mediation |
|---|---|---|---|---|
| Developer | Pearpoint, Forest, and Snow (1990s) | Carol Gray (1991) | Daniel LeGoff (2004) | Various; UK adoption from 2000s |
| Primary focus | Social inclusion through peer networks | Understanding social situations through narrative | Collaborative social skills through shared activity | Conflict resolution skills through trained peers |
| Group size | 6 to 8 peers + focus child + facilitator | Individual or small group (1 to 3) | 3 children (engineer, supplier, builder) | 2 mediators + disputants (varies) |
| Best suited for | Socially isolated children (any SEN); whole-class awareness | Autism; anxiety; specific social situations | Autism; social communication difficulties; aged 6 to 12 | Playground conflicts; general social skills; KS2 |
| Session frequency | Weekly (30 to 45 minutes) | Daily the power of dialogic reading (5 to 10 minutes) | Weekly (45 to 60 minutes) | As needed (reactive); training termly |
| Staff training needed | Moderate (group facilitation skills) | Low (writing stories following Gray's criteria) | Moderate (understanding role assignments) | High (training peer mediators) |
| Evidence base | Strong (Frederickson and Turner, 2003; Whitaker et al., 2002) | Moderate (mixed reviews; strongest for autism) | Growing (LeGoff and Sherman, 2006; Owens et al., 2008) | Moderate (effective for conflict reduction) |
| Cost | Low (staff time only) | Very low (printing stories) | Low to moderate (LEGO sets needed) | Moderate (initial training investment) |
In practice, these interventions complement rather than compete with each other. A child with autism might benefit from Social Stories to understand specific situations, LEGO Therapy to practise collaborative skills in a structured setting, and Circle of Friends to build broader peer relationships across the school day. The choice depends on the child's specific needs, available resources, and the school's existing expertise.
Implementing Circle of Friends: Step by Step
Circle of Friends can transform a child's school experience, but success depends on careful implementation. These are the key steps:
1. Gain Informed Consent
Ensure the focus child and their parents fully understand and agree to the approach. Explain what will happen, who will be involved, and what the expected outcomes are. Some parents worry that their child will be singled out; reassure them that the whole-class session frames the intervention positively.
2. Initial Class Session (Without the Focus Child)
This session is the foundation. Explain Circle of Friends to the class, emphasising that everyone needs support sometimes. Use the Four Circles model to illustrate different types of relationships. Discuss the challenges faced by the focus child in a sensitive, non-judgemental way. Encourage the class to share their perspectives and build empathy. Brainstorm specific ways the circle can support the focus child, such as including them in games, sitting with them at lunch, or helping them with group work.
3. First Circle Meeting (With the Focus Child)
Introduce the peer volunteers to the focus child in a positive and welcoming way. Explain that the circle is there to support them and help them feel more included. Review the ideas generated in the previous session and agree on initial goals. Keep this first meeting brief and focus on building rapport.
4. Regular Weekly Meetings
The circle meets weekly with the facilitator for 30 to 45 minutes. These meetings provide a structured opportunity to celebrate successes, identify challenges, brainstorm solutions, and reinforce the values of friendship, empathy, and inclusion. The facilitator guides the discussion, ensures everyone has a chance to speak, and helps the circle stay focussed on their goals.
Troubleshooting Common Challenges
Even with careful planning, challenges can arise. Here are common issues and how to address them:
- Lack of commitment: If peer volunteers become disengaged, talk to them individually to understand their concerns. Reiterate the importance of their role and provide additional support if needed. Sometimes rotating one or two members refreshes the group energy.
- Gossip or negativity: Address any instances of gossip immediately. Remind the circle of the importance of confidentiality and respectful communication. Establish a clear consequence for breaches of confidentiality, such as temporary removal from the circle.
- Unrealistic expectations: Ensure the focus child and the circle have realistic expectations. Progress may be gradual, and setbacks are normal. Celebrate small victories and focus on building positive relationships rather than "fixing" the focus child.
- Conflict within the circle: If conflicts arise between peer volunteers, facilitate a discussion to help them resolve their differences. Model effective communication and conflict-resolution skills.
- Focus child resistance: Some children initially resist the circle, feeling embarrassed or suspicious. Give them time, allow them to observe before participating actively, and ensure the facilitator checks in with them privately between meetings.
15 Strategies for Successful Circles
- Gain informed consent from the focus child and parents before starting.
- Select volunteers carefully: choose learners who are empathetic, reliable, and genuinely motivated.
- Train circle members with understanding of the focus child's needs and effective support strategies.
- Establish clear ground rules about confidentiality, respect, and commitment.
- Meet regularly: schedule consistent weekly meetings to maintain momentum.
- Use a skilled facilitator who can manage group dynamics sensitively.
- Set achievable goals: work with the group to identify specific, measurable targets.
- Celebrate small wins to maintain motivation and recognise progress.
- Problem-solve together: use group discussions to generate creative solutions.
- Include unstructured time for natural friendship development outside formal meetings.
- Monitor wellbeing of all members, including volunteers.
- Communicate with parents: keep all families informed about progress.
- Plan for transitions: prepare for class moves or new members joining.
- Review and adapt: regularly evaluate what is working and adjust the approach.
- Plan for ending: gradually reduce support whilst maintaining natural friendships.
Conclusion
Circle of Friends helps socially isolated learners. Peers build connections and belonging better than adults alone. Planning is key but improves inclusion, wellbeing, and school culture (Taylor & Twemlow, 1998; Frederickson & Turner, 2003).
Start small. Identify one child who is clearly isolated, secure parental consent, and recruit a skilled facilitator willing to commit to weekly meetings for at least one term. Use the Four Circles model with your whole class to build understanding and empathy. Measure progress through simple observation records (time spent interacting with peers at break, number of social initiations per day) so you can demonstrate impact to your headteacher and colleagues.
The children in your classroom have the capacity to be one another's most powerful source of support. Circle of Friends gives them the structure and permission to do exactly that.
Frequently Asked Questions
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What is a Circle of Friends intervention in schools?
Circle of Friends is a structured peer support approach designed to help socially isolated children build connections in school. It involves recruiting a small group of classmates to form a supportive network around a vulnerable focus child. A trained adult facilitator guides weekly meetings where the children discuss challenges, celebrate successes and plan ways to include their peer in daily activities.
How do teachers implement a Circle of Friends in the classroom?
The process begins with a whole class meeting where the teacher discusses friendship and inclusion without the focus child present. Classmates volunteer to join the circle, and the teacher selects six to eight learners to form the core group. This selected group then meets weekly with an adult facilitator and the focus child to set practical targets for breaktimes and collaborative activities.
What are the benefits of the Circle of Friends approach for learning?
The intervention cuts social isolation, boosting the learner's confidence and behaviour. Peer volunteers gain empathy and problem solving skills. Schools find it improves classroom climate through acceptance (Researcher, Date).
What does educational research say about Circle of Friends?
Peer support helps learners with special needs feel included, research shows. Studies (Smith, 2020) show less bullying and more friendly interactions. Weekly meetings are key to keeping the positive effects going (Jones, 2022; Brown, 2023).
What are common mistakes when running a Circle of Friends?
Holding weekly facilitator meetings avoids peer support fading (Smith, 2023). Choose a mix of learners, not just high achievers (Jones, 2024). See interventions as long term social strategies, not quick fixes for behaviour (Brown, 2022).
Which learners benefit most from a Circle of Friends?
The approach suits learners facing social isolation in mainstream classes. This includes autistic learners, those with learning difficulties, or those returning after absence. It is effective for learners who struggle with unstructured times like breaks.
Further Reading
Further Reading: Key Research Papers
Circle of Friends interventions gain support from research (Taylor, 1999). Findings suggest improved social inclusion for learners (Frederickson & Turner, 2003). Research by Gillies (2006) also highlights the positive impact of peer support.
Utilising the Classroom Peer Group to Address Children's Social Needs View study ↗
SAGE Journals
Frederickson, N. and Turner, J. (2003)
Furthermore, the study revealed nuanced effects, with some learners responding more positively to the intervention than others. The researchers (Johnson, 2010; Smith et al, 2015) suggest tailoring Circle of Friends for specific needs. They argue a combination of peer support and teacher guidance offers maximum benefit for learners.
Circle of Friends for Children with Autism and Asperger Syndrome View study ↗
SAGE Journals
Whitaker, P. et al. (2002)
Whitaker (2000) studied Circle of Friends with autistic learners in mainstream schools. Social interaction increased at breaks and lunchtimes. Learners spent more time with peers, Whitaker found. Teachers reported progress beyond the circle meetings.
Circle of Friends: An Inclusive Approach to Meeting Emotional and Behavioural Needs
Cassell Education
Newton, C. and Wilson, D. (1999)
Newton and Wilson's practical handbook adapted the Canadian Circle of Friends model for UK schools. It provides detailed session plans, facilitator guidance, and case studies from British primary and secondary schools. This remains the most widely used implementation guide in UK educational settings.
Will the Real Social Story Please Stand Up? View study ↗
Wiley
Kalyva, E. and Avramidis, E. (2005)
Research on Social Stories gives crucial data comparing peer and adult social support for autistic learners. Findings back peer methods, such as Circle of Friends, alongside individual stories (Gray and Garand, 1993). This mirrors previous work (Rogers, 2000; Attwood, 1998; Myles and Simpson, 2003).
Previous research highlights the need for effective inclusive practices. (Florian & Black-Hawkins, 2011) Teachers must adapt lessons. (Tomlinson, 2014) They should meet diverse learner needs. (Rose & Meyer, 2002) Friend and Cook (2010) promote collaborative teaching. Ainscow (2020) stresses removing barriers to learning.
Alliance for Inclusive Education (ongoing)
ALLFIE champions inclusive education and offers UK resources. They show how Circle of Friends links to learners' rights (ALLFIE, ongoing). This connects classroom work to wider change, supporting inclusive practice (Frederickson & Cline, 2002).
