Teacher Mentoring as an Intervention with At-Risk High School Students

As a result of recent social and political pressure and an increase in academic standards, there is a call to address academic and behavioral needs of at-risk students at the secondary level. Currently, many secondary schools are struggling to provide research-based interventions for these students. The purpose of this study was to examine the effects of a school-based mentoring program utilizing existing school staff and functioning within the constraints of a typical high school schedule, on at-risk students. The study aimed to add to the body of research on interventions in secondary settings and extend research on mentoring. Five at-risk high school students participated in the study which took place during the 2008-09 school year. All of the students received basic mentoring procedures, and three were identified for more advanced mentoring procedures half-way through the school year. Data was collected on academic and social outcomes and the viability of the intervention in the secondary setting. Overall, results of the study were mixed but indicated that the intervention was mildly effective for almost all students in at least one of the areas studied. Limitations of the study and implications for future research and practice are identified and discussed