Are students ready to be architects of peace? The Efficacy-Trust Paradox and jurisdictional boundaries of peer mediation in Southern Nigeria

Despite theoretical promise of peace education, a critical tension persists between student agency and institutional reliance. This study investigates student efficacy beliefs and institutional dynamics regarding Peer Mediation (PM) in secondary schools across Southern Nigeria (Imo, Rivers, and Lagos States). Grounded in Dewey’s democratic philosophy, social learning theory, a culture of peace, social interdependence theory, and conflict transformation frameworks, the research reframes conflict as a foundational educative opportunity rather than a disruption to be suppressed. Utilizing mixed-methods approach (N = 761), the research identifies a significant ‘Efficacy-Trust Paradox’: while 84.2% of students affirm conceptual capacity of peers to resolve disputes, 77.1% maintain pragmatic preference for teacher-led intervention due to concerns regarding institutional security and retaliation. Quantitative data further reveals a stark ‘demand-supply mismatch,’ with 85.4% of students desiring mediation training despite a program availability of only 38.5%. Qualitative findings delineate a strict jurisdictional ‘Red Line,’ where students advocate for peer involvement in relational disputes but mandate adult intervention for high-stakes threats like cultism and sexual harassment. Successful PM in Nigeria requires more than skill-building; it necessitates a formal transfer of symbolic authority to student-led Peace Clubs. By centering youth voices, this paper argues for structural shifts that bridge the trust gap, ensuring mediator safety and societal change.