Does Mentoring Matter? A Qualitative Study of Student Perceptions

This qualitative study explores a teacher to student mentoring program designed to improve students’ school success traits and social emotional learning in a semi-rural Midwestern school district. The program is composed of grade-level small student groups who meet daily. Students work to improve academic skills and social emotional awareness of themselves and others. The goal of the school-based teacher to student mentoring program is to create a safe place in school where all students experience sense of belonging and thrive academically and socially. This qualitative study examines the perceptions of 6th-12th grade student participants. Qualitative data (student surveys, focus groups, and one-on-one interviews) were analyzed using a descriptive and pattern coding process. Two major themes were identified - development of human relations and focused attention on school success. Three sub-themes emerged in relation to human relations that centered on teacher-student relations, peer-to-peer relations, and learning and practicing social emotional skills and traits. Three sub-themes also emerged in relation to school success that focused on stress relief from academic pressures, core academic support, and academic goal setting. Student mentees in grades six through twelve were not afraid to share a need for positive and trusted adult relations. They were open to building relationships with teacher mentors. Students understood the make-up of the mentoring program and expected teacher mentors to follow through with instruction. The mentoring program, as shared by students, helped to create a larger environment of caring and understanding in the school.Doctor of Education (EdD)EducationUniversity of Michigan-Flinthttps://deepblue.lib.umich.edu/bitstream/2027.42/156041/1/Kiss2020.pdfDescription of Kiss2020.pdf : thesi