Abstract
This study explores a student mentoring program called the Wiz Kidz, located within a Canadian urban elementary school of 420 students. The Wiz Kidz participants, their teachers and parents, and a student comparison group provided data on student connectedness to school, peers, and teachers. Overall findings suggest the students involved in the Wiz Kidz program enjoyed participating and reported increases in connectedness at the end of the year, with statistical significance observed for mentors’ connectedness to school.
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