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Background and purpose: Impact of peer education on transformimg the health of sensitive information, such as HIV among adolescents has been shown but there were no studies on its effects on the transmission of insensitive information. Materials and methods: The experimental study on 885 ninth-grade students in 10 schools, from school girls in Tabriz (selected randomly quota) was in 2012 was. Schools equally, randomly matched in each of the training groups were directly or peer. Data collecting tools include a questionnaire containing demographic data and 18 questions to assess knowledge and 6 questions to assess practice. Knowledge and performance of students at baseline and three months after the intervention, and the distribution of iron in the samples was measured. And individual scores range from 0-100 score was calculated. Data using software SPSS.version13, Independent and paired t- test analysis were performed. Results: Mean knowledge score after training in peer education groups increased from 50/1 to 69.7 and in the direct teaching increased from 54.5 to 70.5, (P<0.001 in both groups). Average rating practice after training in peer education groups increased from 41.7 to 46.4 and in the direct teaching increased from 44.5 to 46/4 (P<0.05 in both groups). Compare before and after intervention in both groups showed. Effective peer education and awareness training direct enhance performance scores after the intervention than before it has been and this increase was significant points (p<0.05). Conclusion: Peer education can be an effective approach to increase student’s knowledge and practice in iron deficiency and using iron supplement. So this training method is simple and inexpensive to use in schools to promote adolescent health. Lack of satisfactory performance in both groups after the intervention, further studies on the causes of and intervention studies are necessary to improve performance in this area.

Keywords: peer education, knowledge, performance, iron deficiency, iron supplementation

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