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Health Education Research, Vol. 17, No. 3, 339-349, June 2002
© 2002 Oxford University Press

What influences peer-led sex education in the classroom? A view from the peer educators

Vicki Strange, Simon Forrest1, Ann Oakley and The RIPPLE Study Team

Social Science Research Unit, Institute of Education, University of London, London WC1H 0NR and 1 Department of Sexually Transmitted Diseases, University College London Medical School, London WC1E 6AU, UK

This paper is the second of two presenting data gathered from peer educators in the RIPPLE study—a randomized controlled trial of peer-led sex education in English secondary schools. Peer educators were recruited from Year 12 students (aged 16/17 years) in 13 schools in two successive cohorts in 1997 and 1998. Following a standardized training programme they delivered sex education sessions to Year 9 students (aged 13/14 years). Through analysis of 18 focus group discussions and of post-programme questionnaire data (n = 301), this paper aims to identify the issues and processes considered by peer educators to be important in implementing a peer education programme, and to examine peer educators' views on the relationship between themselves and the Year 9 students. Methodological issues arising when collecting, analysing and presenting such data are discussed, and some recommendations are outlined for carrying out school-based peer education.


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