Abstract
In British Columbia (BC), the use of cross-age mentoring programs, commonly referred to as buddy programs, is not systemically evaluated and there are no clear program goals. Although the use of buddy programs is widespread across school districts in BC, research remains scarce regarding both the origins of buddy programs and their purpose. Accordingly, integrating leadership development training for children into existing buddy programs could provide clarity for the use of buddy programs while providing elementary-aged children positive benefits, better equipping them for their professional lives after secondary school. Leadership development training is widely accepted as valuable to the elementary-aged child due to its positive impact on self-esteem, self-efficacy, school connectedness, citizenship, civic efficacy, and sense of social justice.
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