Becoming grown-ups: a qualitative study of the experiences of peer mentors

Abstract

Peer mentoring is the most common type of peer support framework used in English secondary schools, involving a one-to-one supportive relationship between pupils. Interpersonal benefits have been found for pupils who provide support to others, but there has been little exploration of the experience of being a peer mentor. This qualitative study aimed to provide an initial in-depth look at young people's experiences. A semi-structured focus group was conducted with seven pupils aged 16-17 years in an English secondary school, who were acting as peer mentors to younger mentees or were becoming a mentor. Central thematic categories were identified using abbreviated grounded theory analysis. The central category Becoming grown-ups reflected the way the peer mentors felt the role helped to prepare them for adulthood. Other categories revealed that the role involved a nurturing relationship which benefited mentors but was also challenging. These findings extend the literature by revealing that these pupils may experience personal growth due to both positive and negative aspects of the role. It is recommended that further qualitative exploration of the experiences of peer mentors across multiple settings should be conducted, with findings used to enhance pupil training.

School‐Based Positive Youth Development: A Systematic Review of the Literature

“…In addition, the mentoring relationship improved the mentors feelings of connectedness. The students reported navigating new challenges that facilitated personal growth . Although these are extremely preliminary results regarding the power of youth mentorship for youth development, they are promising.…”

“…The literature review includes a total of 23 peer reviewed articles. The 23 papers include 12 PYD classroom‐based lessons that explicitely targeted PYD, 9 youth leadership program evaluations, and 2 mentorship programs . Whereas the specific formats of each program vary, each school‐based program is designed to foster PYD in the participants.…”

“…Whereas the tasks performed by leaders in each program differ, every program provides students with leadership roles to increase the students' social responsibilities and perception of themselves as agents of change. Two articles evaluated mentorship programs . These programs assign high school students as one‐on‐one mentors for middle school or elementary age youth.…”

“…Qualitative and quantitative assessments of youth mentorship programs found that initial, positive benefits exist for youth mentors. These studies found that student mentors form positive peer connections and increase their self‐esteem and responsibility . However, a literature review by DuBois et al indicates that youth mentorship programs only small benefits for the mentee, and that the mentee may be negatively harmed with an improperly carried out program.…”

Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people

“…The importance of trust, open communication, and connectedness to mentees has been shown to be an essential component for effective peer mentoring practices (Holt & Lopez 2014;James et al 2014;Willis et al 2012). The young mentors recognized that relationship could not be built with vulnerable mentees if these elements of a relationship were not developed.…”