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Simões, F. & Alarcão, M. (2014). Teachers and school-based mentors for at-risk students: a qualitative study. Child and Youth Care Forum. 43 (1), 113-133

F. A. Simões and M. Alarcão,  "Teachers and school-based mentors for at-risk students: a qualitative study", in Child and Youth Care Forum, vol. 43, no. 1, pp. 113-133, 2014

@article{simões2014_1732204708799,
	author = "Simões, F. and Alarcão, M.",
	title = "Teachers and school-based mentors for at-risk students: a qualitative study",
	journal = "Child and Youth Care Forum",
	year = "2014",
	volume = "43",
	number = "1",
	doi = "10.1007/s10566-013-9228-8",
	pages = "113-133",
	url = "https://link.springer.com/article/10.1007%2Fs10566-013-9228-8"
}

TY  - JOUR
TI  - Teachers and school-based mentors for at-risk students: a qualitative study
T2  - Child and Youth Care Forum
VL  - 43
IS  - 1
AU  - Simões, F.
AU  - Alarcão, M.
PY  - 2014
SP  - 113-133
SN  - 1053-1890
DO  - 10.1007/s10566-013-9228-8
UR  - https://link.springer.com/article/10.1007%2Fs10566-013-9228-8
AB  - Background: Over the past decade, administrators have implemented school-based
mentoring (SBM) programs in schools across several western countries. However, few
studies have compared the views of mentors and parents regarding the factors that
determine SBM success.
Objectives: The purpose of this work is to explore the factors that may facilitate or
undermine the completion of SBM goals, according to the perspectives of both mentors
and parents.
Methods: We conducted a qualitative study using the focus group technique, followed by
a content analysis. The study involved 22 mentors and 16 parents. We then classified the
emergent themes as either facilitators of or barriers to SBM success.
Results and Conclusions: The participants focused on how the relationships of mentors
with parents, teachers and, more rarely, with social service officials affected the SBM
accomplishments. The participants seldom regarded the characteristics of the mentees as an
important influence on mentoring effectiveness. Our findings suggest that mentoring
delivered by teachers may help to address some of the practical limitations of SBM
programs. However, the overlap of mentoring and teaching roles in SBM may also
necessitate additional care regarding the definition of purposeful interactions of the
mentors with the other adults who are significant in the lives of the mentees, namely their
parents and teachers.
ER  -