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Abstract
In order to support at-risk adolescents in their transition to high school, a school-based mentoring program was implemented for a group of 9th and 10th grade students. Due to the need for greater clarity regarding the impact of school-based mentoring on youth outcomes, a quasi-experimental study was conducted to examine the impact of one-to-one mentoring on students’ social–emotional health. Strengths-based survey data were collected from participants at pre-intervention and post-intervention. Findings suggested that school-based mentoring is a promising practice for improving the social–emotional strengths of adolescents and/or protecting them from the risks associated with adolescence.
Acknowledgements
This research was supported in part by a grant from the California School Psychology Foundation. The author thanks Catherine Foote, Leonard Choi, Tamala Crawford, and Pat Smith for their cooperation with data collection; Haydee Gomez, Shani Byard-Ngunjiri, Maryann Krikorian, and Jim Matthews for their assistance with data collection and data entry; Karie Huchting and Kristen Anguiano for statistical analysis consultation; and Mary McCullough, Emily Fisher, Tisa Aceves, Leslie Ponciano, and Nick Ladany for their helpful feedback on earlier versions of this article.