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Not on many occasions does a mediator reach a common ground with warring parties. It takes courageous decision making and elaborate critical thinking to bring the two parties to terms. During my study in high school, I was confronted by a situation that demanded my intervention to arrive at an amicable solution that favored two parties. I served as a prefect, a position that put me in a collision path between the two parties I was mandated to faithfully serve. Any act that seemed to favor the school administration would be met by strong opposition by a section of the student body and vice versa. The role seemed overwhelming for me as maintaining balance between the two contrasting forces was seemingly beyond my ability (Dana, 2001).
On one occasion, the school administration drafted strict rules and regulations to curtail rising cases of indiscipline among the students. They entailed among others; study suspension for two months should a student be caught misbehaving. Following this, a number of students were suspended for even what seemed minor offences. This resulted in widespread outcry by the student body demanding that the new rules be removed with immediate effect. The students’ protests fell on deaf ears or so it seemed. Continued suspension of more students eventually served as the last stroke on an already brittle camel’s back. What followed was the most unexpected and societally uncouth way of anger expression by the students. Using all forms of crude weapons, the students descended on the school property in the process destroying vital academic materials and installations.
The administration responded in equal measure, sending the entire student body packing. More students believed to be behind the strike were suspended in what the administration termed as a ‘bad element cleansing’. This response backfired with such magnitude that the school was forced closed down indefinitely by the local authorities following more violent protests by the learners. It was clearly evident that the problem would not be solved as the two sides continued setting conditions that the other side could not agree with.
As these events unfolded, I kept thinking on the most appropriate approach to solve this problem. I figured out that the problem lay in the never changing school culture in which the school administration had unquestioned authority to make decisions that touched on the most important component of a school-the students. It would be difficult to convince the administration to change this style but nevertheless what would I lose by trying, I figured. Either way, something had to be done and some one had to do it and that someone could as well be me! Analyzing the impact of my potential step, I went forth and approached the school board. I explained to them what I felt could be done to find a lasting solution. One of my proposals was the establishment of a freely elected student body by the students themselves to serve as their representatives. Amid opposition, I explained with utmost clarity that this would be the only way students’ grievances could be amicably channeled to the administration. I also proposed the creation of monthly forums through which the school administration would communicate with the student body directly while allowing the students to air any complaints without intimidation or fear of victimization. To my surprise, both sides overwhelmingly supported my idea.

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