Abstract
South African youth are vulnerable to social ills. The Department of Basic Education (DBE) launched peer education programmes (PEP) nationally as a prevention strategy to avert high-risk behaviours among secondary school learners. Peer education programmes are implemented by peer educators who are learners selected from grades eight to eleven. This study investigates the training and leadership development of peer educators (PEs) in secondary schools. The theoretical framework underpinning the study was Cultural Historical Activity Theory (CHAT) and human capital theory. A qualitative single case study design was employed with the bounded system being the DBE’s PEP. Data collection ensued from six schools located in three provinces in South Africa. The sample included 138 participants made up of 64 current PEs, 33 former PEs, six mentor teachers, three presidents and 48 peers. Data was collected through focus group interviews, individual semi-structured interviews, observations and document analysis. Thematic data analysis was employed, and six key themes were identified, namely: logistical aspects of training, delivery of training, personal development and growth, leadership development, leadership skills training and youth wellness and empowerment. The study exposed inconsistencies in the use of service providers, training venues, the duration and delivery of the training. The benefits of the programme included PEs improved confidence and development of empathy. Emotional intelligence and mental health knowledge and skills were identified as needs for future training. It is recommended that district officials play a greater role in monitoring the PEPs and providing support to learners and mentor teachers. The study led to the development of a framework for peer educators’ training. The integration of CHAT and human capital theory to understand peer education training is considered an original theoretical contribution.