This case study demonstrates how St John Ogilvie High School has embedded the Mentors in Violence Prevention (MVP) programme using a whole school approach that combines youth leadership, staff commitment and curricular integration. The school has developed a strong peer education model, with trained S5 and S6 pupils delivering MVP lessons to younger year groups, supported by a broad range of trained staff across departments.

A particular strength of the approach at St John Ogilvie is the intentional engagement of boys and young men, supported by visible male staff role models and high levels of male participation among senior mentors. This has contributed to positive shifts in peer culture, increased confidence to challenge harmful behaviours and stronger cross year relationships with an increase in boys volunteering as MVP mentors from 12 in 23/24 to 35 in 26/27.

• Strengthen the prevention of gender‑based violence (GBV) by embedding MVP across the school community.
• Develop and sustain a whole school culture of respect, aligned with the school’s values and Rights Respecting Schools ethos.
• Increase and maintain high levels of male participation among both staff and pupil MVP mentors.
• Empower young people to act as leaders and active bystanders, building confidence, communication skills, and emotional literacy.
• Ensure pupil voice is central to the ongoing development and delivery of MVP.

• A wide range of staff across departments were trained as MVP mentors, ensuring shared ownership and consistent messaging across the school.
• S5 and S6 pupils volunteered to become MVP mentors and took part in dedicated training days focused on GBV, bystander intervention, stereotypes, and online harm.
• Trained S5/6 mentors delivered MVP lessons to S1 and S2 pupils through a planned progression model, revisiting key themes over time.
• All pupil mentor groups were supported by assigned staff mentors who met with them before and after delivery for preparation, reflection, and feedback.
• MVP themes were identified and aligned across the curriculum, including PSE, Modern Studies, English, History and RE, reinforcing learning beyond MVP lessons.
• Pupil voice was captured through feedback forms and focus groups involving mentees, mentors and staff, with learning used to inform ongoing improvement.
• Male staff actively promoted MVP and modelled engagement, helping normalise male involvement in discussions around respect, masculinity and allyship.

• S5/6 mentors reported increased confidence, communication skills, leadership and empathy, alongside greater willingness to challenge harmful language and behaviour.
• Boys and young men demonstrated increased engagement, with staff observing more peer to peer challenge and reflection on harmful stereotypes and online influence.
• Younger pupils described mentors as relatable, approachable and engaging, contributing to more open and meaningful discussions.
• Mentees developed a clearer understanding of gender stereotypes, healthy relationships and bystander responsibility.
• Cross year relationships were strengthened, creating “big brother / big sister” dynamics that increased trust and belonging.
• Staff reported that MVP language and concepts were routinely referenced by pupils in other lessons and contexts.
• The wider school culture shifted, with MVP becoming a recognised, valued and embedded approach rather than a standalone programme.

• Continue embedding MVP across additional year groups and curriculum areas.
• Further strengthen alignment with Equally Safe, GIRFEC and whole school improvement priorities.
• Sustain and grow high levels of participation among boys and young men, supported by male staff role models.
• Explore formal accreditation opportunities for MVP mentors to recognise leadership and volunteering.
• Expand youth led activity linked to MVP, including whole school events and campaigns such as 16 Days of Action.
• Ensure structures are in place to meet growing interest from younger pupils who wish to become future mentors.