Students Supporting Students: Pilot Tregaron Peer-Tutoring Program Is a Success!

 From Serena Campbell Holohan, Upper School Learning Specialist: This past Wednesday, Upper School tutors and their Middle School tutees convened one final time to celebrate concluding another successful semester of Tregaron peer-tutoring. The pilot program initiative was created to strengthen academic achievement, build student confidence, and foster meaningful connections across the two divisions that comprise WIS's Tregaron Campus.

From its inaugural November 2025 session, the program was designed to provide younger students with additional academic support while enabling older students to hone communication, leadership, and mentoring skills. Inspired by the 2024–25 academic year’s Upper School math peer-tutoring model, and grounded in a commitment to student growth, the program reflected Tregaron Learning Specialists Michaela Audette and Serena Campbell Holohan’s belief that when students support one another, everyone benefits.

The first tutoring session took place on November 12, and the program ran weekly on Wednesdays when school was in session, through May 27. Upper and Middle School students met to strengthen subject knowledge, work towards academic goals, and build confidence in an encouraging environment.

The development of the program was a true team effort as Ms. Audette and Ms. Campbell enlisted the guidance and sage counsel of Associate Head of School Natasha Bhalla. Careful planning went into every stage, from identifying student tutors and matching them with younger learners, to creating systems for monitoring progress of each partnership. Tutors participated in orientation, and ongoing communication amongst the program’s learning specialist leaders and its faculty proctors ensured that each peer-tutoring partnership received the oversight needed to thrive.

What made the program especially meaningful was the enduring impact it had on its student participants. For the tutors, this was evident in the care and commitment they put into serving as role models. For the tutees, it was exemplified by their realization that enlisting help can be empowering. While academic growth was the initial goal, the benefits ultimately surpassed simply scholastic achievement. Students strengthened relationships, grew in social awareness, and deepened their sense of belonging within the WIS community.

One parent wrote about her daughter's experience (we have changed her name): "I just wanted to send a quick note to share how meaningful Jane’s experience was at peer tutoring yesterday.

She came home genuinely excited — she couldn’t stop talking about how helpful and kind her tutor was. Together, they went through a recent math test, made corrections, and even finished all of Jane’s math homework in one sitting — which felt like a small miracle to me.

But what stood out most wasn’t just the academic support. Jane shared that her tutor opened up and said she’s also struggled with math at times. That meant so much to Jane. For the first time, she saw that what she’s experiencing isn’t unique — and that here are confident, successful older students who have faced similar challenges and are thriving.

I think it gave Jane a sense of confidence and belonging that’s hard to put into words, which it already feels like a big step forward. So thank you for creating and supporting such a special program — it’s clearly making a real difference."

Ms. Audette and Ms. Campbell extend our sincere appreciation for the faculty and families who participated in Tregaron’s pilot peer-tutoring program. Entrusting your students to us allowed our program to promote the WIS core value be inquisitive: pursue knowledge with creativity, joy, and rigor; be courageous in questioning and seek deep understanding.