Understanding learners’ experiences of peer support in the intermediate phase.

Abstract

The purpose of this study is to understand learners’ experiences of peer support in the intermediate phase. The study was conducted in one private, mainstream school in Pinetown, Durban. The study adopts a qualitative research approach in which a case study design was adopted. A total of six participants were selected for this study, two from grades 4,5 and 6 each, through purposive sampling and convenience sampling. The data generation process was obtained through talking circles with the participants and the collages that they created. A thematic analysis of the data revealed findings that show the intermediate phase learners as having a positive experience with the Peer Support Team. The learners were familiar with the Peer Support Team through the interactions made by the peer supporters. The learners recognized the team through classroom visits and the interactions they had with the Peer Support Team when they experienced bad situations, academic stress, issues of anger, or when their teachers were busy. As a result, the learners found the Peer Support Team helpful, nonjudgmental, open, loving, caring, understanding, encouraging, kind, and attentive listeners. They were also a source of happiness and growth. The learners also found that their experiences with the Peer Support Team could be enhanced through regular class visits, being able to find them in one place and having a larger Peer Support Team.