Mentoring in the Time of COVID‐19: An Analysis of Online Focus Groups with Mentors to Youth

Abstract

This study explored the experiences of mentors to youth during the early months of the COVID‐19 pandemic. The study aims were to examine (1) the role of the pandemic on mentor–mentee interactions and relationships and (2) the ways in which mentors could be supported during the health crisis to better meet youth needs. Six online focus groups were conducted with 39 mentors. Mentor participants included 26 females and 11 males (two did not disclose gender), and 51% identified as white. Any mentor currently in a mentoring relationship, regardless of type, was eligible. Using Facebook groups, moderators posted questions and prompts, and mentor participants responded using textual comments. The text from each group was recorded, extracted, and coded and analyzed using thematic analysis. As mentors transitioned to a primarily online format, text and video chat became the most common communication methods. Mentees’ access to technology and privacy were the biggest challenges faced. Mentor concerns for their mentees varied, including mental health, school, family finances, and access to instrumental support and food. Mentor help involved routinely connecting with mentees and providing academic support. Mentors requested ideas and resources for connecting with mentees and an online mentor support group. During the early weeks of the pandemic, mentors continued to engage with mentees, offering valuable support during a confusing and scary time. Mentoring programs can broaden their approach, intentionally integrating online connecting in an effort to provide safe, appropriate, and continued support to both mentors and mentees.

After‐school programmes response to the COVID‐19 pandemic: Lessons learned from Barcelona, Spain

“…These findings are consistent with recent research that shows the essential role that mentors played during the early weeks of the pandemic. A study conducted with 36 youth mentors across the United States to explore their experiences during the early months of the COVID‐19 pandemic found that mentors were essential in supporting the academic and socioemotional needs of youth during a very confusing and stressful time (Kaufman et al, 2021 ).…”

“…These findings are consistent with recent research that shows the essential role that mentors played during the early weeks of the pandemic. A study conducted with 36 youth mentors across the United States to explore their experiences during the early months of the COVID-19 pandemic found that mentors were essential in supporting the academic and socioemotional needs of youth during a very confusing and stressful time(Kaufman et al, 2021).Like in the Chicago(Young et al, 2020) and California(Williams, 2020) experiences, ASPs in Barcelona were able to assist families in coping with compounding financial, emotional and social stressors stemming from the pandemic because of their established relationship with families. People knew and trusted the ASPs.…”

Challenges to Learners in Interpreting Self as Other, Post COVID-19

“…For those learners guided by the norm, and the thought of considering themselves other is distressing, teachers and parents can help these learners decrease their discomfort by mentoring them in the new norms for behavior as they change in relation to COVID-19. This is best achieved by teachers and parents abiding by those rules themselves in acting as role models, both in person and virtually [203], especially with respect to minorities-those learners more likely to seek mentoring during COVID-19 [204].…”

E-Mentoring to Address Youth Health: A Systematic Review

“…In recent years, electronic mentoring (e-mentoring) has grown in popularity due to the proliferation of digital communication and the constant use of technology by adolescents (Rideout & Robb, 2019 ; Shpigelman, 2013 ), particularly as a result of the COVID-19 pandemic (Kaufman et al, 2021 ). While technology is now being incorporated into a variety of mentoring programs targeting multiple youth subgroups and outcomes of interest, evidence regarding the effectiveness of using technology to facilitate mentoring is still nascent.…”