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It strongly emerged that the support from the GDE is needed for PEs to be effective in their role. Participants indicated various ways in which they need support from the GDE, namely, monitoring, moral support, recognition and tangible support (funding, materials and other relevant resources) are needed to carry out the PEs’

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A participant voiced her opinion about the GDE support by remarking:

I think they [GDE officials] should participate; maybe come at least once to attend some of our meetings so that they can hear what we discuss. Even when we raise awareness, they can support us. (B1, 486-488)

Another participant concurred that the GDE’s visibility was critical by suggesting:

At school, they can come and check progress, enquire about our challenges, and how to tackle them, advise us, maybe be silent partners. Ask us everything, are you ok? Do you need something, how can we help? Finding out how they can help us. Ja, that could make the programme to be more effective. (C1,613-616)

It became clear from the findings that participants needed more support in terms of being sponsored with money and other materials they need for their PE activities.

A participant expressed her school’s need for assistance by explaining:

School money is not enough. It’s hard for us to get money for events. We get hungry when having events, so the department can help by sponsoring us. (E1, 212-213)

To support the need for financial support, another participant suggested:

If they can help us with funds, we can have money from there, we can make posters if we are having campaigns in the halls, then people will have free access, and they will hear and the community can help. (B1, 493-495) Another participant articulated:

The department can help us by buying things like pads, food parcels, toiletry, soup for our kitchen soup. If they can buy things that we need for our programme. (D1, L253-255)

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help in making people aware about the PEs’ structure and what it does.

A participant commented that they should, “Give a little support and introduce us to other people who do not know us … as peer educators and what we do and why we

are needed” (E1, 219-221).

A similar view was expressed by another participant:

I think the department must like advertise somehow, maybe go to SABC so that people can see, know and understand about it [PEP] and they can try to push us. (B2, 566-572)

Participants noted that parental involvement with the PEs activities was significant.

A participant suggested:

I think they could bring parents into peer education … so that they can be educated on issues like drugs. If I am aware and my parent is aware it will make things easier. Including parents can be good. (C1, 584-587)

Another participant emphasised: “the parental role…is important” (A2, L239).

Some participants were of the opinion that more PEs needed to be recruited. A participant remarked:

I think there should be more Pes … at our school if we can be more in numbers. Other people might be aware of what we do and they might want to join and the programme can grow. (D2, L190-L192)

The same sentiment was expressed by another participant, “we have to have more

peer supporters here at school” (A2, L231).

There was a feeling amongst some participants that the GDE needs to acknowledge them for their efforts as PEs by motivating them with a reward. A participant elaborated:

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it…Learners want something in return, if we did not say there will be camps, we would not have members. Maybe the GDE must have incentives, like camps, food, provide services, e.g. court to play soccer. (E2, L272-276)

Another participant held a similar viewpoint: “At least at the end of the year, they (GDE) should offer rewards. They must have rewards for the peer educators because clearly,

we work hard” (B2, L562-563).

It was clear that participants needed a lot of support from different stakeholders in order to be effective in their role as PEs. Data reveals that most participants felt that there was no visible support from the GDE, in terms of monitoring and support, yet, the guidelines indicate that “GDE officials should support programme implementation in schools by monitoring the programme and coordinating data collection of activities by PEs”.

Strange et al. (2002:348) asserts that teachers can provide support for PEs by ensuring that PEs get the resources they need. Sithole (2013:18) maintains that supportive relationships, financial support and sufficient resources are critical for PEs to function efficiently within the PEPs. FHI (2010:20) suggests that an incentive system for PEs should be developed which may include awards, public recognition and advancement within the programme. DBE (2011:33) suggests that it is essential to motivate PEs through rewards or recognition for their time and effort.