Abstract
This master’s dissertation research report investigated the perceptions of the personal experiences of a cohort of peer mentors at a secondary school in Johannesburg during the COVID-19 pandemic. This qualitative, phenomenological research used an interpretivist paradigm within Vygotsky’s theoretical framework. Purposive sampling was used to select 13 peer mentors based on their experience of mentoring multiple learners during the pandemic. Data was collected using semi-structured, open-ended questions during individual and focus group interviews. The literature review revealed that adolescent mental health deteriorated during the pandemic, and peer support networks became increasingly necessary as a form of resilience. Additionally, the literature review revealed the efficacy of peer support networks and benefits experienced by peer mentors themselves. However, there seems to be insufficient research on the personal experiences of peer mentors globally, and specifically the experience of peer mentors in South Africa. Therefore, this research was able to close this gap. The findings provide evidence that peer mentors experienced initial anxiety in their role, but this subsided when they realised they were helping their peers and as they gained more experience. Additionally, the research revealed that the peer mentors formed informal support networks amongst themselves, and expressed that the training assisted them to be more supportive, except for their need for more practical training prior to starting their work as peer mentors. Thus, a key recommendation is that peer mentors receive formalised support in the form of debriefing sessions, and constant and ongoing practical training along with a manual to which they can refer.
Keywords: peer mentors, peer counsellors, COVID-19, adolescent mental health, peer support networks.