Peer education

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Young people identify strongly with their peers. Recent studies have shown peers rather than parents and schools to be the major source of support and information for adolescents (Fuller, 1998; Sullivan, 2000). Unfortunately, the information might not always be correct, or in the adolescents' best interests. Formal methods of education are not always the most appropriate means of delivering information to young people on the issue of violence as many young people appear reluctant to use adults or teachers as a source of information, particularly if the information required is of a personal nature. As most young people turn to other young people for information and advice and are profoundly influenced by this information, it makes sense to have young peer-educators discuss issues with young people.

Peer education is a powerful method of promoting anti-violence strategies (O'Leary, 1996). Peer educators impart information in an informal and easy to understand way, eliminating jargon. When listening to people of a similar age to themselves, young people feel free to ask questions and impart personal information and stories. In this way, young people come to understand that their knowledge and opinions are valued.

A number of Australian schools have, and are using, Peer Support or other Education programs to reduce bullying and to mediate between students to resolve conflict (see Fuller, 1998; Rigby, 1996; Sullivan, 2000). Students are involved in these programs as "Peer Tutors", "Big Sisters", "Peer Support Leaders" or "Outreach Helpers" whose roles are to identify and educate students who have been alienated from school or their peer group. These types of programs reduce the role of the teacher in having to deal with minor disciplinary incidents, and allow students ownership of their own issues and outcomes. They have been shown to be successful in reducing violence within schools (Rigby, 1996; Sullivan, 2000).

We do not claim that Respect, Protect, Connect was a true peer-education program, as the majority of peer educators were in their early twenties. It was felt though, that the program embraced the key qualities of peer education, as the peer educators were seen as being close enough in age and shared experience to secondary students to provide positive peer-education outcomes. Additionally, the peer-education team took ownership of the program, particularly in regard to planning and facilitation. As several of our peer educators had experienced some form of violence there was a strong commitment to educating other young people so that what had happened to them would not happen to others.

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