Lexington Principal Raf Strudley said fourth- and fifth-grade students are trained in conflict-resolution skills, either before the school year starts in September or midway through the academic year in January. Then students from that group have the option to serve as volunteers, or "peacekeepers," every day at lunch and recess by officially maintaining the peace.

"The kids have scripts. They have special peacekeeper hats," Strudley said. "They are pretty conscientious. They empower their peers to take responsibility in resolving their conflicts."

Strudley said the program teaches students life skills. They learn they are capable of solving their own issues, communicating and compromising. It's a mutually beneficial process for students and teachers, since it's a rare occasion for a teacher to step in to handle a physical altercation. Strudley said 95 percent of all discipline that comes his way is consequently eliminated because of the peacekeepers.

There are about 20 student volunteers involved in the program who mainly deal with "he said, she said" squabbles, name-calling and ball snatching. The program started in a San Francisco school district, and Strudley brought it to Lexington, from which it has since spread to other schools in the area. He said as long as the students are willing to talk out their differences, the program works.

"The biggest challenge we face is keeping the kids engaged in the process," he said. "After a while, the peacekeepers realize they want to be playing."

The program is overseen and facilitated by third-grade teacher Jason Deppong and sponsored by Lexington's Home and School Club. The sponsorship provides pizza meetings for the peacekeepers and pays for teachers like Deppong who lead the training. Strudley said the pizza meetings are a way of appreciating and acknowledging everyone involved in the program.

Caitlin Fogarty, a 10-year-old peacekeeper, said she was trained through skits and role-playing activities to ask questions such as "Do you agree with no name-calling?" The intent, she said, is to prevent put-downs and to listen to both sides of the story.

"It's about helping people resolve their problems— like people stealing balls and telling rumors," Caitlin said.

Deppong said it is important in conflict resolution to use "I" messages to explain feelings, such as "I am angry when you call me names." At the small mountain school, he said, the peacekeepers are respected by their peers and taken seriously. Another aspect of the training includes teaching the peacekeepers active listening skills, eye contact and body language. Should something more serious arise on the playground, like a fight, a teacher would take over the situation, he said.

"Usually if you go to a teacher, they'll bench you," said fourth-grade peacekeeper Carly Hemminger. "But if you go to a peacekeeper, they'll solve the problem."