Last year, Younity’s Peer Educator Program showed what can happen when young people are given the tools and trust to lead conversations about healthy relationships, consent, and dating violence.
This year, that conversation is growing.
After building a strong foundation at Lawrence High School, Younity has expanded the Peer Educator Program countywide, bringing together students from schools across Mercer County who want to help create safer, healthier communities.
The program is led by Grace Flagler, Prevention & Community Educator, and Ken Odenheimer, Prevention Educator Assistant, who are guiding students through training on healthy relationships, consent, domestic and sexual violence, and how to support someone who may be experiencing harm.
“We saw the passion and the drive from teens all over Mercer County wanting to work with us and wanting to talk about these important topics,” Grace said. “We wanted to give that opportunity to as many students as we could.”
And this year’s Peer Educators are bringing that passion with them.
“These kids are not just doing it to check off a box or to get into college,” Grace said. “You can tell that they are passionate about it. They have the drive. They have the curiosity, and they truly want to be there.”
Learning to See Beyond the Red Flags
Over the summer, this year’s Peer Educators came together for training covering healthy relationships, consent, domestic and sexual violence, warning signs of abuse, and how to support someone who may be experiencing harm.
But learning to recognize a red flag is only the beginning.
One of the most important lessons, Grace said, is empathy.
Young people can often recognize unhealthy or abusive behavior when they are looking at a relationship from the outside. It becomes much more complicated when those same behaviors come from someone a person knows, trusts, or loves.
“We need them to understand the nuances of being in that type of relationship,” Grace said. “Even though they already know all the red flags, when it’s coming from someone that you’ve known for a long time and you love, it’s going to look and feel different.”
Relationships involving abuse are rarely as simple as they may appear from the outside. Leaving may not feel easy or even possible. Speaking up can be difficult. Someone experiencing abuse may not identify what is happening to them as abuse.
“When talking about this, it is almost never black and white,” Grace said. “It is complicated and it is messy. And to understand that is to understand a victim-survivor.”
Ken said the training is designed not only to teach students how to support victim-survivors, but to help them understand the complexities that can make it difficult for someone to leave a relationship, speak out, or even talk with friends about what they are experiencing.
Just as importantly, Peer Educators learn where their role begins and ends. They are not being trained to become counselors or to solve someone else’s problems. They are learning how to listen, respond with empathy, and help connect someone with appropriate support.
Grace encourages students to pay attention to the language a friend uses to describe their own experience. If someone talks about “relationship drama” or calls a relationship “toxic,” immediately labeling that person’s experience or telling them what they should do can shut down the conversation.
“The most important thing our peer educators can do when speaking directly to a victim-survivor is to just be a friend,” Grace said. “You are not required to be a therapist. You are not required to be a cop. You just need to be a loved one.”
Why Peers Matter
That ability to talk with another teenager as a friend, rather than as an authority figure, is at the heart of the Peer Educator model.
Ken sees that same dynamic at work when students talk with their peers.
“They want to have those conversations with people who get them,” Ken said, “people who understand what it’s like to be in high school right now.”
Peer Educators learn how to make those interactions feel less like classroom presentations and more like conversations between friends, lowering the pressure around topics that can otherwise feel uncomfortable or intimidating.
Today’s teenagers are also navigating a dating culture that looks very different from the one many adults experienced.
“They have social media. They have factors that we never had, and they have a whole different language when it comes to dating that we’re still learning,” Grace said.
That shared experience helps Peer Educators connect in ways adults sometimes can’t. They understand how their peers communicate, the pressures students face, and the culture within their own schools.
Setting a New Standard
The goal is not simply for Peer Educators to absorb information. It is for them to take what they learn back into their schools and communities and help shape what their peers consider normal and acceptable.
Grace believes teenagers have enormous influence in setting those standards.
“Teenagers can be severely underestimated in terms of how influential they are to the community,” she said. “They are the ones setting the trends. They are deciding what’s cool and what’s not, what’s acceptable and what’s not.”
What if young people could use that influence to help establish a culture in which teen dating violence is taken seriously? Where supporting victim-survivors is expected? Where jokes about domestic and sexual violence are no longer brushed aside as harmless?
For Grace, that makes young people powerful voices for prevention in their own schools and communities.
Ken hopes students bring that same expectation back to their schools: that violence should not be tolerated, and that difficult conversations should not be avoided simply because they are uncomfortable.
He wants them to have the confidence and skills to “have the hard conversations” within their schools and communities. And with students now participating from across Mercer County, those conversations have the potential to reach far beyond a single school.
Throughout the year, Peer Educators will continue their education, collaborate with other student and community groups, participate in community events, and find ways to bring prevention messages into their own schools. Younity also hopes their example encourages other young people to speak up about issues that matter to them and ask their schools for more education around healthy relationships, consent, and violence prevention.
Serious Conversations, With Room for Joy
The subject matter can be heavy, but that doesn’t mean every moment of the program has to be.
During this summer’s training, students laughed, played games, asked questions, and began getting to know one another. That sense of connection is intentional.
“We’re talking about a topic that can be very upsetting,” Grace said. “But we also want to highlight good things. We want to highlight healthy relationships.”
Grace and Ken want students to understand the seriousness of the work while making room for positive conversations about healthy relationships, respect, and connection.
That balance is already taking shape. Between the serious conversations, students are laughing, getting to know one another, and discovering how much they have in common.
That connection matters. Ken said the students’ curiosity, insight, and genuine desire to learn have stood out during the training sessions. They are learning how to better support not only other students, but themselves, their friends, and their communities.
Bringing Peer Education Full Circle
There is another connection running through this year’s program.
Grace and Ken both came through Anti-Violence Initiatives (AVI) at The College of New Jersey (TCNJ), about a decade apart. Grace originally designed Younity’s Peer Educator Program to mirror the established AVI program.
That shared experience has given Grace and Ken a similar vision for what Younity’s Peer Educators can become. “We were both trained by the same people,” Grace said. “We have a very singular vision of what we want the peer educators to be.”
Now, the connection is coming full circle. Michelle Lambing and Zach Gall of AVI will join one of Younity’s Peer Educator meetings to provide additional training to the high school students.
“The people who trained us [are] now training our peer educators,” Grace said. For Younity’s Peer Educators, meeting college students doing similar work will also give them an opportunity to see what peer education can look like beyond high school.
Ken knows that progression firsthand. A recent TCNJ graduate, he has moved from doing peer education himself to helping teach a younger generation.
“I did so much of the peer educator part of it, and now I get to do the other part of it in teaching the peer educators,” he said. “Since I just did the peer educator piece, I have a lot of insight into what makes a peer educator the most effective.”
The Initial Spark
By the end of the year, success will not necessarily be measured by how many facts students can repeat.
For Ken, it will be visible in whether Peer Educators feel comfortable talking about consent, dating violence, sexual violence, and healthy relationships, and whether they feel equipped to have conversations that might once have seemed too awkward or difficult.
As Peer Educators eventually leave high school for college and other new environments, the need for these conversations will follow them.
For Grace, there is another measure of success: She wants them to want to keep going.
“I want our underclassmen to be excited for the years to come and think, okay, how can we do bigger and how can we do better?” she said.
Ideally, Grace said, the Peer Educator Program is only “the initial spark.”
Because when young people understand the influence they already have with their friends, their schools, and their communities, prevention doesn’t end when a training session is over.
It becomes part of how they listen, how they respond, and how they show up for one another.
And one conversation can become many.

