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We are starting a new mentoring program for students K-12. Any recommendations? Should we use permission slips? How do students get identified? What topics need to be covered when training our teacher mentors?
We are starting a new mentoring program for students K-12. Any recommendations? Should we use permission slips? How do students get identified? What topics need to be covered when training our teacher mentors?
Mid-Atlantic | November 09, 2021
Response:
Thank you for the question you submitted to our REL Reference Desk regarding
mentoring programs for students K-12. We have prepared the following memo with research
references to help answer your question. For each reference, we provide an abstract, excerpt, or
summary written by the study's author or publisher. The references are selected from the most
commonly used research resources and may not be comprehensive. References are listed in
alphabetical order, not necessarily in order of relevance. Other relevant studies may exist. We
have not evaluated the quality of these references, but provide them for your information only.
Response:
Thank you for the question you submitted to our REL Reference Desk regarding
mentoring programs for students K-12. We have prepared the following memo with research
references to help answer your question. For each reference, we provide an abstract, excerpt, or
summary written by the study's author or publisher. The references are selected from the most
commonly used research resources and may not be comprehensive. References are listed in
alphabetical order, not necessarily in order of relevance. Other relevant studies may exist. We
have not evaluated the quality of these references, but provide them for your information only.
Research References
- Chan, C. S., Rhodes, J. E., Howard, W. J., Lowe, S. R., Schwartz, S. E., & Herrera, C. (2013). Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships. Journal of School Psychology, 51(1), 129-142. Retrieved from https://eric.ed.gov/?id=EJ1001683
Request full text available at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3593655/
From the abstract: “This study explores the pathways through which school-based
mentoring relationships are associated with improvements in elementary and high school
students' socio-emotional, academic, and behavioral outcomes. Participants in the study
(N = 526) were part of a national evaluation of the Big Brothers Big Sisters school-based
mentoring programs, all of whom had been randomly assigned to receive mentoring at
their schools over the course of one academic year. Students were assessed at the
beginning and end of the school year. The results of structural equation modeling showed
that mentoring relationship quality, as measured by the Youth-Centered Relationship
scale and the Youth's Emotional Engagement scale, was significantly associated with
positive changes in youths' relationships with parents and teachers, as measured by
subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship
Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality
relationships with parents and teachers, in turn, were significantly associated with better
youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and
misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation
analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships.
Implications of the findings for theory and research are discussed.”
- Herrera, C., & Karcher, M. (2013). School-based mentoring. Handbook of Youth Mentoring, 203-220.
Retrieved from https://www.researchgate.net/publication/289823251
From the abstract: “Schools are a primary context for the development of mentoring
relationships outside of the family. Many naturally forming mentoring relationships
develop in schools between students and adults such as teachers and support staff
(DuBois & Silverthorn, 2005a). Schools are also a common site for implementing formal
mentoring programs for youth. Indeed, more volunteers serve as mentors in school-based
mentoring (SBM) programs (28%) than in religion-based (24%), workplace (16%), or
sports-related programs (9%) (AOL, 2002). SBM programs were designed, in part, to
overcome many of the challenges facing communitybased mentoring (CBM) programs.
SBM programs typically involve mentoring once a week in a supervised school setting.
This creates a lower burden on volunteers than CBM programs (e.g., less time involved,
less pressure to determine activities), making recruitment easier and attracting volunteers
who are less able to manage the commitment required by CBM programs. In addition, by
relying on teacher rather than parent referrals, programs have opportunities to proactively
seek to engage youth who are not typically targeted by more traditional CBM programs
(e.g., youth whose parents might not take the initiative to involve them in CBM
programs, youth with particular difficulties in academic areas). The school context also
can afford easier access to training, support, and supervision, all of which could decrease
costs. These potential benefits have made SBM appealing both to schools and to
mentoring agencies nationwide.”
- Hickman, G. P., & Wright, D. (2011). Academic and school behavioral variables as
predictors of high school graduation among at-risk adolescents enrolled in a youth-based
mentoring program. Journal of At-Risk Issues, 16(1), 25-33. Retrieved from: https://eric.ed.gov/?id=EJ942899
From the abstract: “Using official school data, this study examined a sample of 447 at-risk
students enrolled over a 10-year period in a youth-based mentoring program. The
primary objective of the program was to ensure high school graduation. Participants were
identified by indices of academic and school behaviors that rendered them less likely to
graduate from high school. This study used logistic regression to examine the extent to
which academic (i.e., GPA, grade retention, and math and reading proficiency scores)
and behavioral (i.e., expulsions) variables, as well as age at entry of program, and
duration in the program predicted high school graduation. Results indicated that GPA and
participants' age at time of enrollment in the program were significant predictors of graduating high school. Implications are drawn for designers of diversion, intervention,
and mentoring programs.”
- Keller, T. E., & Pryce, J. M. (2012). Different roles and different results: How activity
orientations correspond to relationship quality and student outcomes in school-based
mentoring. The Journal of Primary Prevention, 33(1), 47-64. Retrieved from: https://eric.ed.gov/?id=EJ956547
Request full text available at https://www.researchgate.net/publication/221820878
From the abstract: “This prospective, mixed-methods study investigated how the nature
of joint activities between volunteer mentors and student mentees corresponded to
relationship quality and youth outcomes. Focusing on relationships in school-based
mentoring programs in low-income urban elementary schools, data were obtained
through pre-post assessments, naturalistic observations, and in-depth interviews with
mentors and mentees. Adopting an exploratory approach, the study employed qualitative
case study methods to inductively identify distinctive patterns reflecting the focus of
mentoring activities. The activity orientations of relationships were categorized according
to the primary functional role embodied by the mentor and the general theme of
interactions: teaching assistant/tutoring, friend/engaging, sage/counseling,
acquaintance/floundering. Next, these categories were corroborated by comparing the
groups on quantitative assessments of relationship quality and change in child outcomes
over time. Relationships characterized by sage mentoring, which balanced amicable
engagement with adult guidance, were rated most favorably by mentees on multiple
measures of relationship quality. Furthermore, students involved in sage mentoring
relationships showed declines in depressive symptoms and aggressive behaviors. For
disconnected pairs (acquaintances), students reported more negative relationship
experiences. Findings suggest effective mentoring relationships represent a hybrid
between the friendly mutuality of horizontal relationships and the differential influence of
vertical relationships.”
- Tolan, P. H., Henry, D. B., Schoeny, M. S., Lovegrove, P., & Nichols, E. (2014).
Mentoring programs to affect delinquency and associated outcomes of youth at risk: A
comprehensive meta-analytic review. Journal of Experimental Criminology, 10(2), 179-206. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4224303/
From the abstract: “Objectives: To conduct a meta-analytic review of selective and
indicated mentoring interventions for effects for youth at risk on delinquency and key
associated outcomes (aggression, drug use, academic functioning). We also undertook the
first systematic evaluation of intervention implementation features and organization and
tested for effects of theorized key processes of mentor program effects. Methods:
Campbell Collaboration review inclusion criteria and procedures were used to search and evaluate the literature. Criteria included a sample defined as at-risk for delinquency due
to individual behavior such as aggression or conduct problems or environmental
characteristics such as residence in high-crime community. Studies were required to be
random assignment or strong quasi-experimental design. Of 163 identified studies
published 1970 - 2011, 46 met criteria for inclusion. Results: Mean effects sizes were
significant and positive for each outcome category (ranging from d =.11 for Academic
Achievement to d = .29 for Aggression). Heterogeneity in effect sizes was noted for all
four outcomes. Stronger effects resulted when mentor motivation was professional
development but not by other implementation features. Significant improvements in
effects were found when advocacy and emotional support mentoring processes were
emphasized. Conclusions: This popular approach has significant impact on delinquency
and associated outcomes for youth at-risk for delinquency. While evidencing some
features may relate to effects, the body of literature is remarkably lacking in details about
specific program features and procedures. This persistent state of limited reporting
seriously impedes understanding about how mentoring is beneficial and ability to
maximize its utility.”
Additional Organizations to Consult
- Education Northwest: https://educationnorthwest.org/sites/default/files/abcs-ofmentoring.
pdf
From the website: “Our mission is to use evidence to help partners solve educational
challenges and improve learning. For more than 50 years Education Northwest has
partnered with schools, districts, communities, and other stakeholders to help all
children and youth meet their full potential. We provide high-quality research,
technical assistance, professional development, and evaluation services that address
the most pressing education and youth-services needs in our region and across the
country.”
- MENTOR: https://www.mentoring.org/wp-content/uploads/2019/12/Success-
Mentors-School-Checklist.FINAL_.pdf
From the website: “Potential is equally distributed; opportunity is not. A major driver
of healthy development and opportunity is who you know and who's in your corner.
30 years ago, MENTOR was created to expand that opportunity for young people by
building a youth mentoring field and movement, serving as the expert and go-to
resource on quality mentoring. The result — a more than 10x increase in young
people in structured mentoring relationships, from hundreds of thousands to
millions.”
- National Success Mentors Initiative at the National Student Attendance, Engagement,
and Success Center, U.S. Department of Education: https://sites.ed.gov/nsaesc/national-success-mentors/
From the website: “The National Success Mentors Initiative aims to connect over one
million students with dedicated Success Mentors in this country's first-ever effort to
use an evidence-based and data driven mentor model and student support system to
tackle chronic absenteeism. The campaign calls on all schools to take strategic actions
to reduce the rates of chronic absenteeism, based on insights and evidence from ten
school districts about what works.”
- The School Superintendents Association (AASA): https://www.aasa.org/content.aspx?id=10502
From the website: “AASA, the School Superintendents Association, founded in 1865,
is the professional organization for more than 13,000 educational leaders in the
United States and throughout the world. AASA members range from chief executive
officers, superintendents and senior level school administrators to cabinet members,
professors and aspiring school system leaders.”
Methods:
Search Strings. Develop student mentoring program OR student mentor program K-12
components OR student mentoring program structure OR quality student mentor program K-12
OR student mentoring program teacher training OR student mentoring school-based
recommendations OR student mentor program elementary middle high school OR student
mentoring design requirements K-12
Searched Databases and Resources.
- ERIC
- Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)
- Commercial search engines (e.g., Google)
- Institute of Education Sciences Resources
Reference Search and Selection Criteria. The following factors are considered when selecting references:
- Date of Publication: Priority is given to references published in the past 10 years.
- Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches.
- Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to correlational designs, descriptive analyses, mixed methods and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.
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