The impact of peer mentoring on pupils’ emotional literacy competencies

Abstract

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive impact on the emotional literacy competencies of mentees with low to average levels of emotional literacy at pre-intervention. Results also showed a significant negative correlation between attendance at sessions and perceived Conduct Problems. Unexpectedly, results indicated adverse effects of reading mentoring on the emotional literacy competencies of control participants.

Keywords:

• emotional literacy
• emotional intelligence
• peer mentoring
• quasi-experimental
• inclusion

Acknowledgements

Thanks are extended to the school staff and pupils who participated in this study, and to the tutors on the Applied Doctorate in Educational Psychology at the University of Nottingham. Thanks also to Dr Jo Davies who co-developed and co-delivered the Peer Mentor one-day training event.