Abstract
In 1992 and 1993, 66 selected, trained peer leaders (aged 16-17 years) worked with 38 secondary school classes in the Southwest of England. Questionnaires elicited the views of the class teachers (N = 12), peer leaders (N = 54) and pupils (N = 884; 98 per cent). The majority of the pupils (aged 13-14 years), including those with low self-esteem or special needs, participated in discussion (90 per cent) and role plays (83 per cent), and talked about the programme (with friends: 66 per cent; parents: 24 per cent). Responses indicate that the programme positively affected the pupils' knowledge, skills, and beliefs relating to social norms; peer leaders gained knowledge, skills and self-confidence. Peer education in school could be extended, benefiting both peer leaders and the recipients.
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