A mixed-methods evaluation of a peer mentoring intervention in a UK school setting: perspectives from mentees and mentors

Stapley, E. and Town, R. and Yoon, Y. and Lereya Suzet, T. and Farr, Joanna and Turner, J. and Barnes, N. (2022) A mixed-methods evaluation of a peer mentoring intervention in a UK school setting: perspectives from mentees and mentors. Children and Youth Services Review 132 (106327), ISSN 0190-7409.

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Official URL: https://doi.org/10.1016/j.childyouth.2021.106327

Abstract

Peer mentoring is a popular type of school-based support. However, peer mentoring models can vary substantially and evidence for the efficacy of such support is mixed. 377 participants took part in ‘More than Mentors’, as either mentors or mentees, in select London-based secondary schools. Participants completed standardised measures to explore changes over time in their wellbeing, resilience, and mental health. A subsample also completed qualitative interviews about their experiences. Multi-level modelling analysis revealed that mentees experienced improvements in their overall mental health and mentors experienced improvements in their sense of participation in school and home life. Higher numbers of mentoring sessions attended also yielded positive effects. A thematic analysis highlighted the mechanisms behind impact, including for mentees, the importance of having someone to talk to, and for mentors, gaining new skills and knowledge. This study provides preliminary evidence for the positive impact of a peer mentoring intervention on select outcomes for mentors and mentees in a UK school setting.

Metadata

Item Type:	Article
Keyword(s) / Subject(s):	Mixed methods, Peer mentoring, Adolescents, School intervention, Prevention, Mental health
School:	Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
Depositing User:	Joanna Farr
Date Deposited:	17 Dec 2021 16:49
Last Modified:	02 Aug 2023 18:14
URI:	https://eprints.bbk.ac.uk/id/eprint/46915

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