Tier 2 Intervention: Mentoring

Authors

Jenna Strawhun, University of Nebraska-LincolnFollow
Shir Palmon, University of Nebraska-Lincoln
Reece L. Peterson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

12-2014

Citation

Strategy brief

Building and Sustaining Student Engagement series (December 2014)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Although the outcomes of mentoring studies tend to be mixed, mentoring relationships have the potential to be effective, particularly when outcomes are selected and efforts are made to create lasting relationships. Particular considerations for mentoring program developers and practitioners include the length of the mentoring relationship, recruitment and screening of mentors, mentor training, mentee mobility, mentoring activities, and consistent systematic evaluation and modifications of mentoring programs based on data.

There have been no large widespread controlled studies of mentoring, probably due to the wide variation in the variables associated with mentoring programs as discussed earlier, including the goals, populations served, training, supervision, etc. In spite of this, there have been numerous studies which have documented positive outcomes from specific mentoring programs. These programs continue to have widespread community support. In addition, the Office of Juvenile Justice and Delinquency Prevention continues to have a major initiative supporting mentoring programs. As a result mentoring programs continue to be a promising and potentially valuable addition to school and community efforts to positively affect student outcomes.