Globally, peer education and school climate are important topics for educators. Peer education has been shown to improve young people’s decision-making and knowledge about healthy and prosocial behaviour, while a positive school climate contributes to positive learning outcomes in general. In this article we explore the role of school climate in enabling the success of peer education outcomes. We do so by considering 8 geographically and socially distinct schools in the Western Cape province of South Africa where the peer education programme, Listen Up, was implemented, and for which measures of peer education quality exist. We then report a qualitative assessment of each school’s climate characteristics (student-interpersonal relations, student-teacher relations, order and discipline, school leadership, and achievement motivation), conducted through a rapid ethnography drawing on work by Bronfenbrenner (1977) and Haynes, Emmons and Ben-Avie (1997). Finally, we conclude that school climate can enhance learning and positive peer education outcomes. Keywords: learning environments; peer education; rapid ethnography; school climate; Western Cape

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学校氛围，有效同伴教育环境的有利因素：南非学校的经验教训

在全球范围内，同伴教育和学校氛围是教育工作者的重要课题。同伴教育已被证明可以改善年轻人关于健康和亲社会行为的决策和知识，而积极的学校氛围有助于总体上积极的学习成果。在本文中，我们探讨了学校氛围在促进同伴教育成果取得成功方面的作用。为此，我们考虑了南非西开普省的 8 所在地理和社会上不同的学校，在这些学校实施了同侪教育计划“倾听”，并且存在同侪教育质量衡量标准。然后我们报告对每所学校的气候特征（学生人际关系、学生教师关系、秩序和纪律、学校领导力和成就动机）的定性评估，Bronfenbrenner (1977) 和 Haynes、Emmons 和 Ben-Avie (1997) 的作品通过快速人种学进行。最后，我们得出结论，学校氛围可以促进学习和积极的同伴教育成果。关键词：学习环境；同伴教育；快速的民族志；学校氛围；西开普省