What can I do if students begin to view Hope Squad Members as students who “report” on their peers?

If this perception begins to develop, it is a good signal to revisit how the Hope Squad Member role is being communicated and practiced. Members are not monitors, disciplinarians, or investigators. Their role is to be approachable peers who promote connection, notice when someone may be struggling, offer appropriate support, and connect peers to trusted adults when there is a concern about safety or well-being.

Advisors can help by reinforcing these boundaries during Member meetings and role-play: not every problem needs to be reported, and Members should not investigate situations or take responsibility for solving them. When a concern involves safety or significant well-being, involving a trusted adult is an act of support-not punishment.

It can also help to reintroduce Hope Squad to the broader student body through schoolwide lessons, activities, announcements, or other communication. Emphasize that Hope Squad Members are there to listen, include others, encourage help-seeking, and help classmates find support. The more students experience Members as positive peer leaders—not simply as a referral mechanism—the stronger that trust can become.

Administrators and Advisors should also watch for whether school practices are unintentionally contributing to the perception. Referrals should move through established adult systems discreetly, while Hope Squad Members remain focused on connection, belonging, and peer support.