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Implementing peer-to-peer learning models within an academic library environment presents several benefits and challenges. This study explores the effectiveness of integrating peer-assisted learning in research services and considers the impact on those providing support and those seeking assistance. A more comprehensive understanding of peer education approaches in research support services will benefit academic libraries interested in incorporating this model.

This article showcases case study data from the reference and instruction peer-led learning programs at California State University Fullerton's Pollak Library, incorporating library interns and student assistants trained to provide front line research support to fellow students from 2019 to 2022. Feedback was collected across the learning experience from student facilitators, patrons assisted and participating library supervisors.

Project data demonstrates that incorporating students in traditional academic library research services nurtures experiential learning and serves as an effective high-impact practice. Additionally, peer-led programs contribute to a helpful, welcoming atmosphere for library users and help connect libraries to the communities they serve.

Exploring survey data and student reflections, this combined study highlights advantages and implications of incorporating peer learning programs in research services in both formal and informal instruction environments. Results also reveal promising methods for recruitment, training and sustainable program development for libraries considering this approach.

Describes a pilot peer education project based at Fife Health Promotion Department, which began in April 1993. The project had funding for three years and was supported by Fife Health Care, Fife Health Board and the Health Education Board for Scotland. Describes how the project team devised a model to clarify the aims and objectives of the project, given that there is no affiliated body to provide guidelines, and that there is a lack of documentation concerning thorough evaluation and the plethora of meanings associated with peer‐led work. The model will make it easier to document the processes involved for the purposes of evaluation. Outlines the rationale behind the model and describes how the model provides a core framework for other peer work.

The purpose of this paper is to determine the efficacy of the Peer Education Project (PEP), a school-based, peer-led intervention designed to support secondary school students to develop the skills and knowledge they need to safeguard their mental health and that of their peers.

Six schools from across England and the Channel Islands took part in an evaluation of the PEP across the 2016/2017 academic year. In total, 45 trained peer educators from the sixth form and 455 Year 7 students completed pre- and post-questionnaires assessing their emotional and behavioural difficulties, perceived school climate, and knowledge, skills and confidence related to mental health.

Results indicate that participation in the PEP is associated with significant improvement in key skills among both peer educators and student trainees, and in understanding of key terms and readiness to support others among trainees. Most students would recommend participation in the programme to other students.

While peer education has been found to be effective in some areas of health promotion, research on the effectiveness of peer-led mental health education programmes in schools is limited. This study contributes evidence around the efficacy of a new peer education programme that can be implemented in secondary schools.

The purpose of this paper is to study the characteristics of the participants and the success of the recruitment methods and increase in knowledge of participants in reproductive health peer education. Dutch perinatal mortality rates are relatively high compared to other European countries. Non-Western ethnic minorities show particularly adverse outcomes. They seem to have low health literacy and less access to health care.

These groups were specifically targeted, and reproductive health education covering the full spectrum of obstetric care was developed, led by specifically trained female peer educators coming from the targeted communities.

“Active” recruitment methods were the most successful methods; 1,896 women and 275 men were recruited and participated in the intervention. Sixty-five per cent of the total female participants had a first-generation immigrant background. Significant knowledge improvements were found on all five measurements of reproductive behaviour and antenatal and postnatal health care system knowledge (24 per cent average knowledge increase in already knowledgeable participant group and 46 per cent in the not knowledgeable group). Active interpersonal recruitment methods were most successful in reaching the target groups. Peer education resulted in knowledge increase in these groups.

Invest in training of educators for peer education reproductive health. Organize recruitment by verbal advertising by community organizations and social networks of peer educators.

To the authors’ knowledge, no studies have been conducted combining investigation of the results of specific recruitment methods, the characteristics of reached participants in a multi-ethnic population and their increase in knowledge about reproductive health and care.

Purpose – This paper explores how the interactive dynamics of peer education models within independent youth media outlets facilitate and impede youth engagement in media activism and social change work, more broadly defined.Design/methodological approach – Ethnographic and participatory action research methods are used with the youth media hub, Youth Media Action (YMA), to examine the possibilities and challenges that peer media educators confront in cultivating a noncommercial space for the collective production of oppositional media. YMA specifically seeks to involve youth from marginalized communities.Findings – The results suggest that peer-to-peer education models do act as vehicles for political engagement as youth experience shared ownership, cultivate solidarity, and acquire community organizing skills through the collective production of oppositional media. At the same time, challenges can surface when peer educators juggle multiple roles and participating community youth groups espouse differing organizational values and pedagogical sensibilities.Research limitations/implications – This study offers a potential pathway for further research on how peer education and collective media making models influence youth citizenship and social change work.Originality/value – The focus on the organizational and social dynamics of peer education models is useful in understanding youth citizenship and digital access as a collective experience for youth living in disenfranchised communities that seek out these spaces for not only media making but also community building.

This paper seeks to explore the theoretical bases for teacher‐delivered and peer‐delivered sexual health promotion and education.

The first section briefly outlines the main theories informing sexual health interventions for young people, and the second discusses their implications for modes of delivery.

Most interventions that claim to be theoretically based draw on social‐psychological cognition theories. Other programmes aim to develop self‐esteem and/or empowerment, while the two main sociological ideas underpinning sexual health programmes are the gendered construction of sexuality and the diffusion of innovations.

More research is necessary to clarify the mechanisms by which sexual health promotion works, which in turn should contribute to more empirically based theory.

If theoretical ideas are to be translated into potentially effective programmes, the specific features of the setting, target group and those delivering the programme must be taken into account.

This paper compares the theoretical justifications for different modes of delivering sexual health promotion, through outreach peer educators, formal school‐based peer educators and teachers.

Outlines the service provided by Opportunity Youth, a unique personal development and health and social awareness programme delivered to 16‐18‐year‐olds undergoing youth training in four community workshops in North and West Belfast, Northern Ireland. Opportunity Youth employs peer educators alongside professional health workers to provide a formal programme on social skills, relationships, sex education and alcohol/drugs awareness in parallel with an informal counselling and advice service. It provides a universally accepted and user‐friendly service for marginalized youth, offering, in most circumstances, a “one‐stop‐shop” within the context of youth training. The model is a flexible one and could be transferred to any context, but particularly where young people provide a captive audience, for example in schools and colleges. Suggests that health education for young people, by young people, supported and facilitated by professionals with health promotion experience, provides a new direction in health education for young people.

The purpose of this paper is to provide insight into the sanist microaggressions that peer workers face working in mental health and proposes ways in which peer workers and institutions may begin to challenge sanist practices within the sector.

The paper is written as a personal narrative. It explores a “moment” in the life of the author as a peer support worker.

Peer workers are often faced with sanist microaggressions on the job which can significantly affect peer workers’ capacity over time. Sharing our stories, identifying points of resistance and working collectively to challenge microaggressions are important to peer worker survival within the mental health system. Organisations that train or employ peer workers should be aware of sanist microaggressions and learn how to strategically respond to them.

The paper documents the experiences of the author. There is limited academic literature documenting peer worker experience of microaggressions.

Describes a pilot project conducted in Coventry on peer education and alcohol within schools and youth clubs. Looks at the rationale behind the project, the project work and some of the issues raised. Describes the future of the project as it expands into welfare and support services for young people affected by alcohol. Gives details of a best practice resource.

The development of drug education for young people in the UK has been the subject of various policy statements in recent years. With the publication of the Government White Papers research has drawn attention to the potential benefits of peer education as a method of drug prevention due mainly to the credibility of young people with their peers. This credibility might be based on age alone, or may also involve credibility stemming from the young person’s own drug use, past or present. This paper discusses issues relating to the effectiveness of peer drug education with particular reference to two evaluations carried out recently in South West England; brings together the most recent literature on peer education; and considers the appropriateness of different approaches in schools and youth work settings. This paper contributes significantly to the debate on the use of peer education as a health education approach.