Effective sex education is the key to good sexual health. Peer-led approaches can augment teacher-delivered sex education, but many fail to capitalise on mechanisms of social influence. We assessed the feasibility of a novel intervention (STASH) in which students (aged 14–16) nominated as influential by their peers were recruited and trained as Peer Supporters (PS). Over a 5–10-week period, they spread positive sexual health messages to friends in their year group, both in-person and via social media, and were supported to do so via weekly trainer-facilitated meetings. The aims of the study were to assess the feasibility of STASH (acceptability, fidelity and reach), to test and refine the programme theory and to establish whether the study met pre-set progression criteria for continuation to larger-scale evaluation. The overall design was a non-randomised feasibility study of the STASH intervention in 6 schools in Scotland. Baseline (n=680) and follow-up questionnaires (approx. 6 months later; n=603) were administered to the intervention year group. The control group (students in year above) completed the follow-up questionnaire only (n=696), 1 year before the intervention group. The PS (n=88) completed a brief web survey about their experience of the role; researchers interviewed participants in key roles (PS (n=20); PS friends (n=22); teachers (n=8); trainers (n=3)) and observed 20 intervention activities. Activity evaluation forms and project monitoring data also contributed information. We performed descriptive quantitative analysis and thematic qualitative analysis. The PS role was acceptable; on average across schools >50% of students nominated as influential by their friends, signed up and were trained (n=104). This equated to 13% of the year group. Trained PS rarely dropped out (97% completion rate) and 85% said they liked the role. Fidelity was good (all bar one trainer-led activity carried out; PS were active). The intervention had good reach; PS were reasonably well connected and perceived as ‘a good mix’ and 58% of students reported exposure to STASH. Hypothesised pre-conditions, contextual influences and mechanisms of change for the intervention were largely confirmed. All bar one of the progression criteria was met. The weight of evidence supports continuation to full-scale evaluation. Current controlled trials ISRCTN97369178

中文翻译：

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同伴主导和以学校为基础的社交网络干预（STASH）促进青少年性健康的可行性研究

有效的性教育是良好性健康的关键。同伴主导的方法可以增强教师提供的性教育，但许多方法未能利用社会影响机制。我们评估了一种新颖干预 (STASH) 的可行性，在该干预中，被同龄人提名为有影响力的学生（14-16 岁）被招募并培训为同龄人支持者 (PS)。在 5 到 10 周的时间里，他们亲自和通过社交媒体向同年级的朋友传播积极的性健康信息，并通过每周由培训师主持的会议得到支持。该研究的目的是评估 STASH 的可行性（可接受性、保真度和范围），测试和完善项目理论，并确定该研究是否符合预设的进展标准，以便继续进行更大规模的评估。总体设计是对苏格兰 6 所学校的 STASH 干预进行的非随机可行性研究。基线（n=680）和随访问卷（大约 6 个月后；n=603）被给予干预年份组。对照组（上年学生）仅在干预组前 1 年完成了后续问卷调查（n=696）。PS (n=88) 完成了关于他们的角色体验的简短网络调查；研究人员采访了关键角色的参与者（PS（n=20）；PS 朋友（n=22）；教师（n=8）；培训师（n=3））并观察了 20 项干预活动。活动评估表和项目监测数据也提供了信息。我们进行了描述性定量分析和主题定性分析。PS角色是可以接受的；学校平均 > 50% 被朋友提名为有影响力的学生报名参加并接受了培训（n=104）。这相当于一年组的 13%。训练有素的 PS 很少辍学（97% 的完成率），85% 的人表示他们喜欢这个角色。保真度很好（除了一位培训师主导的活动；PS 很活跃）。干预具有良好的影响力；PS 的联系相当好，被认为是“良好的组合”，58% 的学生报告接触过 STASH。干预的假设前提、背景影响和变化机制在很大程度上得到了证实。符合所有进展标准之一。证据的重要性支持继续进行全面评估。当前对照试验 ISRCTN97369178 训练有素的 PS 很少辍学（97% 的完成率），85% 的人表示他们喜欢这个角色。保真度很好（除了一位培训师主导的活动；PS 很活跃）。干预具有良好的影响力；PS 的联系相当好，被认为是“良好的组合”，58% 的学生报告接触过 STASH。干预的假设前提、背景影响和变化机制在很大程度上得到了证实。符合所有进展标准之一。证据的重要性支持继续进行全面评估。当前对照试验 ISRCTN97369178 训练有素的 PS 很少辍学（97% 的完成率），85% 的人表示他们喜欢这个角色。保真度很好（除了一位培训师主导的活动；PS 很活跃）。干预具有良好的影响力；PS 的联系相当好，被认为是“良好的组合”，58% 的学生报告接触过 STASH。干预的假设前提、背景影响和变化机制在很大程度上得到了证实。符合所有进展标准之一。证据的重要性支持继续进行全面评估。当前对照试验 ISRCTN97369178 PS 的联系相当好，被认为是“良好的组合”，58% 的学生报告接触过 STASH。干预的假设前提、背景影响和变化机制在很大程度上得到了证实。符合所有进展标准之一。证据的重要性支持继续进行全面评估。当前对照试验 ISRCTN97369178 PS 的联系相当好，被认为是“良好的组合”，58% 的学生报告接触过 STASH。干预的假设前提、背景影响和变化机制在很大程度上得到了证实。符合所有进展标准之一。证据的重要性支持继续进行全面评估。当前对照试验 ISRCTN97369178