Abstract
School-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities.
Highlights
While mentoring programs have been in existence for multiple years, program models vary greatly
Community-based mentoring programs that provide guidance for youth have been around since the early 1900s with the establishment of Big Brothers, known as Big Brothers Big Sisters (Big Brothers Big Sisters of America, n.d.), and over the past several years, school-based mentoring programs have gained in popularity as a method of supporting academic performance of students (National Mentoring Resource Center, n.d.)
While the number of studies focusing on school-based mentoring programs for middle school youth are limited in number, results support their effectiveness in assisting students with academics and behavioral skills (Converse & Lignugaris/Kraft, 2006; Lampley & Johnson, 2010;McQuillin, Strait, Smith, & Ingram, 2015)
Summary
Sch ool-Based M en t or in g f or M iddle Sch ooler s: Th e Im pact on M en t ees an d Th eir Pr e-Ser vice Teach er Ment ors. Abst r act School-based mentoring programs are plentiful in number; studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities
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