Exploring the Impact of Peer Buddy Systems in Transition Education Programs: A Mini Literature Review of Reciprocal Benefits, Social-Emotional Growth, and Structured Planning

Authors

  • Veron Kristine P. Balsino Third Year Bachelor of Special Needs Education (BSNED), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author
  • Winsam S. Colcol Third Year Bachelor of Special Needs Education (BSNED), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author
  • John Rylee S. Mila Third Year Bachelor of Special Needs Education (BSNED), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author
  • Honeylyn Jane L. Pre Third Year Bachelor of Special Needs Education (BSNED), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author
  • Athea Jheyne O. Ramirez Third Year Bachelor of Special Needs Education (BSNED), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author
  • Christopher R. Suleta Third Year Bachelor of Special Needs Education (BSNED), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author
  • Marilyn L. Balmeo Faculty, Department of Political and Social Sciences, School of Teacher Education and Liberal Arts (STELA), Saint Louis University, A. Bonifacio Street, Baguio City, Philippines Author

Keywords:

Peer Buddy, Transition Education Programs, Learners with Disabilities (LWDs), Independent Life

Abstract

This research literature review explores the role of peer buddy systems as a key part of the Transition Education Program (TEP) for students with disabilities. TEPs are designed to help these learners move from school to adult life by teaching them how to be independent, find jobs, and participate in their community. According to recent studies, a successful transition program depends on five elements: specialized curriculum, effective teaching strategies, support services, teacher skills, and partnerships with the community. The paper identifies how these relationships reduce social barriers and students’ bond over shared interests. By looking at current studies, this paper aims to show how peer support helps students with disabilities become more self-reliant and productive members of society. Through a review of six studies, three key themes were identified: reciprocal benefits of peer buddy systems, social and emotional benefits, and the importance of structured planning. The results indicate that peer buddy systems highly contribute to the success of a transition education program by providing social, emotional, and academic benefits to learners with disabilities (LWDs), while helping peer buddies grow in empathy, skills, and confidence. Adequate planning, training, and support are important for teachers, the school, and the families involved to ensure the effectiveness of the TEP. Thus, this study recommends that school leaders should provide time, budget, and clear roles for teachers to run these programs and work with families to explain the goals and address the problem. Future research should conduct long-term studies to see if the benefits last beyond the program.

References

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Published

2026-06-03

Issue

Vol. 1 No. 2, May–August (2026)

Section

Articles

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This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).