联合国人口活动基金会指出，以学校为基础的同伴教育是青少年性教育的首选策略，一些在中国开展的同伴性教育干预研究也证实，相较于传统教师授课组，同伴组的效果更优。现有的针对同伴性教育的研究多集中于干预型研究，但此类型研究对于干预过程的呈现，以及同伴性教育生效原因和机制往往解释不足。现有的同伴性教育组织如何成立、如何开展活动？相较于成人主导的性教育，它呈现出怎样的特性和反思？“同伴”如何在学校、家庭、社会等多重因素制约下达到性教育的目标？对于这些问题都还亟待解答。

本研究采用案例研究的方法，选取了一家具有较高影响力、由高中生主导的同伴性教育组织作为研究对象，通过为期半年的参与式观察了解社群成员互动情况、组织活动开展过程；并对组织成员、活动参与者、学校教师进行半结构式访谈，以此了解组织从组建到开展过程中遇到的困难，并从不同视角探讨同伴性教育的优势何在。研究发现：

1.共同体形成前提：在组织成员的日常体验中，对女性困境乃至对社会不公的共同感知，以及对性教育匮乏现状的反思促使了需求的诞生，他们对于性教育有着强烈的诉求和渴望。当学校无法回应这些情感诉求时，便促生了共同体的出现。

2.实践过程：组织成员通过灵活挖掘和利用校园中的弹性空间开展同伴性教育实践，弹性空间潜藏在班级活动和校园活动之中。但利用弹性空间的前提在于获得合法性的身份，合法性身份可以通过教师支持以及重构保守二重策略的方式争取。

3.同伴性教育的优势：同伴性教育的优势搭建在共享的文化或特殊身份之上，这是同伴性教育行之有效的前提。其次在同伴性教育中，知识并非垄断在特定的个体手中，且同伴性教育者的身份是可流动的，所以同伴间关系也更趋于平等。最后，中学生的身份是极大的优势，青少年有着更天马行空的想象力和创造力，也更敢于去探索性教育的内涵和外延。这些共同造就了同伴性教育的优势和独特性。

总而言之，同伴性教育组织的出现一定程度上弥补性教育的空缺。相较于学校性教育，现有的同伴性教育更多发挥的是“启发”作用，在同伴之间种下性教育的种子。受限于空间、精力、经验的有限性，以及外界的阻力，同伴性教育组织难以在校园中长期、持续地开展活动。但同伴性教育组织的出现一方面反映了青少年对于性教育的需求和渴望；另一方面也切实带动更多的青少年接触、了解到性教育。同伴性教育作为一种行之有效的性教育方式，需要将来家庭、学校、社会为其提供更多的支持和空间，以及一个更包容的成长环境。

According to the United Nations Population Fund, school-based peer education is the preferred strategy for adolescent sexuality education, and some intervention studies of peer sexuality education in China have confirmed the superior effectiveness of peer education groups compared to traditional teacher-led groups. Most of the existing studies on peer sexuality education focus on intervention-based researches, but this type of research is often inadequate in explaining the presentation of the intervention process, and the reasons and mechanisms by which peer sexuality education takes effect. How are existing peer sexuality education organizations established and how do they conduct their activities? What are the characteristics and reflections of peer sexuality education as compared to adult-led sexuality education? How do "peers" achieve the goals of sexuality education within the constraints of school, family, and society? These questions still need to be answered.

This study adopts case study method. In this study, a high impact peer sexuality education organization led by high school students was selected as the research object through a six-month participatory observation to understand the interaction of community members and the process of organizing activities. The study also explored the advantages of peer sexuality education from different perspectives. The study found that:

1. Premise of community formation: In the daily experience of the organization members, the common perception of women's plight and even social injustice, as well as the reflection on the current situation of lack of sex education prompted the birth of needs, and they had strong demands and desires for sex education. When the school was unable to respond to these emotional demands, the community was prompted to emerge.

2. Practice process: Members of the organization explore and utilize flexible spaces on campus to carry out peer education practices, which are latent in classroom and campus activities. However, the prerequisite for using the flexible space is to obtain a legitimate identity, which can be fought for by means of teacher support and reconstructing conservative dual strategies.

3. Advantages of peer sex education: The advantages of peer sex education are built on a shared culture or special identity, which is a prerequisite for peer sex education to be effective. Secondly, in peer sex education, knowledge is not monopolized in the hands of specific individuals, and the identity of peer sex educators is mobile, so the relationship between peers is more equal. Finally, the status of secondary school students is a great advantage, as teenagers have more imagination and creativity, and are more willing to explore the connotations and extensions of sex education. Together, these create the advantages and uniqueness of peer sexuality education.

In short, peer sex education organizations have emerged to fill the gap in sex education to some extent. Compared to school sex education, existing peer sex education plays more of an "inspirational" role, planting the seeds of sex education among peers. Due to the limited space, energy, experience, and resistance from the outside world, it is difficult for peer sex education organizations to carry out activities on campus in a long-term and sustainable manner. However, the emergence of peer sex education organizations reflects the needs and desires of teenagers for sex education on one hand; on the other hand, it also effectively brings more teenagers into contact with and understanding of sex education. As an effective way of sex education, peer sex education needs more support and space from families, schools and society in the future, as well as a more inclusive growth environment.