The purpose of this study is to train peercounselors within the minimum period and use them as mentors for rejected children in order to raise the social status of those children. To do so, five mentors were assigned to five rejected children but their social status did not show significant difference. Not only that, even the social status of the mentors was decreased so the primary purpose of this study was not achieved. However, the activities in the class such as the mentor activity increased the choices that students can get. These changes were definite in the male student groups rather in female student groups. Female students had their own way of change and direction regardless of the class activities. Therefore, there is a possibility that 5th graders in the elementary school have different classroom dynamics according to their genders. The different classroom dynamic by genders and the choice and direction of rejection shown in the matrix table indicate that it is proper to use same-sex peer nomination for sociometry. Also, the results of this study raise the necessity for further studies regarding individual approaches for rejected children and the intervention methods that teachers use for those children.