The Perceived Impact of School-Based Mentorship on the Overall High SchoolExperience of Students Identified as At-Risk in an Urban Setting

Abstract

The purpose of this qualitative research study was to explore how both highschool students and mentors perceived that at school-based mentorship program impactedthe school career for students identified as at-risk within School District X located in aMidwest metropolitan area. Archival interview data was used because it allowed theresearcher to examine stories and perceptions through responsive interviews. Specificareas of research included commonalities between participants and how thecommonalities impacted the building of the relationship, goals tied to the relationship,time spent engaged in activities in the relationship, and overall perceptions of the impactof the relationship.The following research questions were used to guide the study:1. How do students identified as being at-risk perceive their relationship withschool-based mentors impact their overall high school experience?2. How do school-based mentors perceive their relationship with studentsidentified as being at-risk impact their overall high school experience?Results from the current study support a review of the available literature focusingon mentor and mentee perceptions associated with mentorship programs and its impacton school experiences. Findings indicate mentees find meaning in situations in whichmentors are able to meet the mentee’s emotional need of being a listening ear. Thecurrent study would suggest, when mentors understand the needs of students at-risk foracademic failure oftentimes extends beyond the school day, successful connections arepossible.