Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study

Abstract

Background In many African countries, cultural norms and values hinder conversations about sexuality among adolescents and their parents. Currently, there are no sex education classes in the curriculum at schools in Tanzania. Even when sex education is provided, the content is often abstinence-oriented, and there is a lack of in-depth instruction and exploration on the topic. To help overcome this, peer education is encouraged. After implementing peer-based adolescent education via a non-profit organization, this study aims to (1) identify students’ and peer educators’ perceptions of adolescent education and (2) identify the changes that occur as a result of adolescent education with peer educators. Methods This was a qualitative descriptive study using focus group discussions (FGDs). Secondary school students, including peer educators as well as students who received adolescent education, were asked about their perception of peer-based adolescent education. The FGDs were conducted in Swahili with the support of local collaborators. Data were transcribed and translated into English and Japanese. Content analysis was conducted to merge the categories and subcategories. Results A total of 92 students (57 girls and 35 boys) were included from three urban and three rural secondary schools where peer education was being implemented. Six FGDs were conducted for girls and four for boys, for a total of 10 FGDs. The students had both positive and negative perceptions of peer-based adolescent education. Both the peer educators and the other students felt that they gained more confidence through the process, based on the conversations they had and the trusting relationship that formed as a result. The peer educators were also successful in eliciting behavioral changes, and the students shared their sex-related knowledge with other peers as well. Conclusion The peer education process helped students gain confidence in teaching their peers and elicit behavioral changes. Adult supervision for peer educators is suggested.

The long-term effects of reproductive health education among primary and secondary school students: a longitudinal quasi-experimental study in rural Tanzania

“…Similarly, a review study reported a preference for abstinence education in Tanzania and the restrictions concerning reproductive health education and family planning taught by NGOs [ 7 ]. Based on these findings, peer education strategies were used in secondary schools, and students taught one another according to our qualitative study published earlier [ 34 ]. It was important to continue finding a better solution so that the contents are accepted in the context and are effective at the same time.…”

The long-term effects of reproductive health education among primary and secondary school students: A longitudinal quasi-experimental study in rural Tanzania

“…Similarly, a review study reported a preference for abstinence education in Tanzania and the restrictions concerning reproductive health education and family planning taught by NGOs [6]. Based on these ndings, peer education strategies were used in secondary schools, and students taught one another according to our qualitative study published earlier [32]. It was important to continue nding a better solution so that the contents are accepted in the context and are effective at the same time.…”

Mechanisms of school-based peer education interventions to improve young people’s health literacy or health behaviours: A realist-informed systematic review

“…Many peer educators described feeling anxious/unconfident at first which sometimes hindered their teaching abilities. [77].…”

“…A sexual health study described how friendships between peer educators and peer learners led to increased motivation, and how close relationships can aid in teaching and learning [77].…”

“…Safe and non-judgemental space to share experiences. Ten studies discussed peers and/ or external trainers creating a safe space to share their thoughts and feelings relating to health [57,65,70,71,77,78,84,[86][87][88]. Students described having the opportunity to share information that they would be uncomfortable sharing with adults, without fear of judgement.…”