Primary school learning mentors: do background and training matter?

Abstract

One response to dealing with barriers to learning in children has been the appointment in the UK of learning mentors. Mentors that have been appointed have come from a wide range of backgrounds. In this small-scale exploratory study, semi-structured interviews were undertaken with a sample of eight mentors in one inner city area, focusing on the mentors' perception of how their educational and professional background influenced their ability to perform their role. Thematic analysis of the interview transcripts indicated that for mentors without a background in formal teaching, significant emphasis was placed on personal characteristics and personal experience. In contrast, for mentors with formal teaching experience, greater emphasis was placed on their professional experiences. Implications for policy are considered and recommendations are made for a more in-depth triangulated study.

Keywords:

• learning mentors
• barriers to learning
• inclusion