Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.10, No.35, 2019 63 Peer Mentoring and Its Implications in Students Support and Management in Secondary Schools in Kenya: A Case of Friends School Kamusinga (FSK), Bungoma County, Kenya David Kipkasi Kessio Moi University, School of Education, P.O Box 3900-30100, Eldoret, Kenya Abstract This paper reviews peer mentoring in Kenya which enables new students to be provided orientation by more senior peers. Peer mentors serve as their mentees thus make the transition to secondary schools smooth. Peer mentoring is an educational model that builds on peer support and mentoring to assist young learners to enhance social relationships, develop cognitive skills, and promote positive identity development in schools and instill discipline which this paper explores. It adopted Albert Bandura’s reciprocal determinism model. The study used qualitative research design where focused group discussion (FGD), participant observation, interview guide and document analysis was used to collect data. The class teachers, senior teachers, Dean of students and students’ counselors including the school management were key informants. Ten FGD were interviewed. Research findings revealed that there was greater sense of self awareness and adjustment of the new students due to interaction and positive guidance by mentors. The new comers were able to be guided thus easy adjustment. Study revealed that few cases of indiscipline cases and attempted strikes were reported thus improved academic performance. Peer mentoring of new students with senior students have the transformative space to articulate their worldview and thinking. They can engage in peer feedback where they are positioned as leaders in the foreseeable future. The study findings are significant to educational managers in schools, Ministry of education and researchers on students’ welfare, discipline, modeling and support. Keywords: peer mentoring; discipline; adjustment; mentee; social relationship, role model DOI: 10.7176/JEP/10-35-09 Publication date: December 31 st 2019 Introduction Peer mentoring as an orientation programme is a form of mentorship that usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee) such as enrolment in the school. Most peer mentors are selected for their sensibility, confidence, social skills and reliability (Leidenfrost et.al., 2011; Kieran & O’Neill, 2009). Peer mentoring programs are an important component in the strategy to enhance the new students’ adjustment in the new school. The operation of these programs ought to be informed by evidence as to their effectiveness (Jennifer & Dianne, 2014). Peer support, tutoring programs and peer counseling have a decades-long history in the United States, European countries and relatively new in developing countries and particularly African context. Peer mentoring has been distinguished from such approaches. Some peer-to-peer programs aim at enhancing academic performance; others focus on social and emotional functioning (Leidenfrost et.al., 2011; Willis, et.al. (2012). Empirical research on mentoring of young people from America has focused upon the ‘classic model’ of mentoring, that of a one - to - one relationship between an adult and a young person (Dubois, 2002; Jennifer & Dianne, 2014). This study interrogates Albert Bandura (2002) reciprocal determinism model as used in peer mentoring programmes in schools. Mentoring work include; selecting an appropriate tasks for the role of mentor, describing their responsibilities, advising and making it easy to respond, screening candidates for readiness, making a suitable match with the mentee, orientation of mentors to the new roles and making it priority to the mentors (Adelman & Taylor , 2010; Jennifer & Dianne,2014;Willis, et.al., 2012. It is more of a calling and proactive strategy for school management to improve school climate ultimately and culture thus improved performance. Review of key literature Empirical studies reveal that that new students would benefit immensely from having a positive, caring, experienced role model. At schools, there are a range of senior peers who could be such models. At the same time, it is clear that many students do not have regular personal connections to an adult at school. This is where mentoring programs could help bridge a critical gap. The benefits of mentoring programs are described not only as supporting individual students but as contributing to establishment of a safe and positive school climate thus curtail indiscipline cases (Adelman & Taylor , 2010;Willis, et.al., 2012; Pascarella & Terenzini, 2005). Peer mentors have been described as knowledgeable guides for new students, facilitators providing access to people and resources, role models and advocates. They support transitions and help mentees navigate daily