The implementation of Full Subject-Based Banding (Full SBB) has reshaped how students learn and interact in secondary schools. As students from different academic streams come together in mixed-form classes, schools must attend not only to curriculum and assessment, but also to the social dynamics that emerge in these new learning environments. At Edgefield Secondary School, they see the need to better understand how peer relationships form within mixed-form classes and how these relationships can be intentionally supported. Miss Alicia Mak, School Staff Developer at Edgefield Secondary School, shares her experience collaborating with NIE researchers to examine students’ peer networks and how research-informed insights guide classroom practices to foster inclusion, belonging and positive peer interactions.

Understanding Peer Dynamics in a Full Subject-Based Banding Context 

As a pilot school for Full Subject-Based Banding (Full SBB), Edgefield Secondary School wants to better understand how students from different academic streams interact when placed together in mixed-form classes. Bringing students with diverse learning backgrounds into the same class creates new possibilities for interaction, but also raise important questions about emerging class dynamics, friendship formation and students’ sense of belonging. Ensuring that students build healthy, inclusive and supportive peer networks quickly becomes a key priority for them.

This focus aligns well with the work of Dr Imelda Caleon and her NIE research team, who are examining how students’ social networks develop in mixed-form class environments. “Seeing the relevance to our Full SBB context, we decide to collaborate with the team to better understand how students are connecting and how schools can support more positive peer relationships,” Miss Alicia Mak shares.

In the initial phase of the study, social-network data are collected within each form class. “These data allow us to map out how students are connected, which peers they gravitate towards and whether the mixed-form structure is promoting interaction across posting groups,” Alicia remarks. Beyond fulfilling the study’s requirements, the school extended this work by examining peer networks across CCAs and teaching groups, giving them a broader understanding of how students are connected both within and beyond their form classes.

In the second phase, the NIE team develop and implement a five-week Peer Power lesson package as an intervention to support selected students in strengthening their peer connections and forming new friendships. Students are identified based on the data from Phase 1, as well as form teachers’ observations and inputs. The intervention aims to increase overall connectedness while providing structured opportunities for students who will benefit from additional support in building peer relationships.

Using Data to Inform Classroom Practice 

Participating in this research study has prompted them to be far more intentional in planning group work and structuring classroom interactions. “The social-network analysis (SNA) provides a deeper insight into the class dynamics, allowing us to make more informed decisions about grouping students for projects and discussions, especially during CCE lessons and our school’s Future-Ready Programme,” Alicia explains.

Knowing which students are well-connected and which are more socially isolated helps them design groupings that intentionally encourage more inclusive interactions. When students from different posting groups work together intentionally, they begin to see one another for their strengths rather than their academic labels. Over time, students become less conscious of stream differences and more focused on how each individual can contribute meaningfully to the group.

The data also guide practical decisions such as seating arrangements. Students who need additional support can be placed near peers they felt comfortable with or who are able to support them academically or socially. This approach has been particularly helpful in mixed-ability teaching groups, where both academic readiness and existing social relationships are considered. “By strengthening peer support structures in this way, we create more opportunities for students to learn from one another, both academically and socially,” Alicia adds.

Impact on Students’ Behaviour and Learning 

They observe meaningful changes in students’ behaviour and attitudes, especially among those who participated in Phase 2. Form teachers share that a few of these students become more open to forming new friendships and gradually show increased confidence in class. Some students who are previously quieter begin speaking up more frequently and participating more actively during discussions.

In academic teaching groups, positive shifts are also evident. When students are intentionally seated or grouped using insights from both academic profiles and SNA data, those who need more support are more willing to seek help from their peers. At the same time, students who are stronger in certain subjects become more comfortable offering support. “These interactions happen naturally once students are placed in mindful, data-informed groupings,” Alicia adds.

These outcomes reinforce the importance of peer relationships in a child’s development. When students feel connected and supported, they are more willing to take academic risks, share ideas and seek help. Peer-supported environments help them build confidence, develop collaboration skills and understand different perspectives. “Over time, these skills contribute not only to their academic learning, but also to their social growth and overall well-being,” Alicia shares.

Building a School Where Every Student Belongs 

Moving forward, they hope to continue using SNA to support the ongoing implementation of Full SBB, especially as incoming cohorts adjust to the mixed-form class structure. “Each cohort brings its own social patterns and dynamics, and regular data collection can help us monitor integration across streams and identify students who may need additional support,” Alicia says.

They also aim to build on their experience with the Peer Power lesson packages. There is strong potential to broaden their use beyond form classes, whether through CCAs, school-wide bonding programmes or other platforms where students naturally interact with peers outside their immediate groups. “By extending these practices to more learning contexts, we hope to create even more opportunities for students to expand their friendships and strengthen their sense of belonging,” Alicia shares.

Another area they hope to explore is the long-term development of peer networks. Tracking these networks over time will give them a better understanding of how friendships evolve through the secondary school journey and how different interventions can influence these patterns. “This will allow us to design timely, targeted support for students who may be at risk of social isolation, ensuring that no student slips through the cracks,” Alicia adds.

“Ultimately, our vision is to cultivate a school culture where every student, regardless of posting group, background, or profile, feels connected, valued and supported,” Alicia concludes. By continuing to integrate research-based practices into their programmes and decision-making processes, they hope to strengthen not only academic learning but also the social and emotional growth that is essential for students to thrive.