Mentoring with Elementary-Age Students

Abstract

The use and benefits of mentors have been investigated and documented for a variety of professions and populations, including numerous peer-based mentoring programs for elementary-age students. These peer-based programs, although reporting positive academic and social outcomes, have typically utilized controlled experimental procedures in manipulated settings, calling into question whether the benefits of mentoring can be generalized and maintained in real life situations. This article examines the use of mentoring in a natural setting between elementary-age students with and without disabilities as a way to improve the longevity and generalization of the benefits associated with peer-mentoring programs. Benefits of mentoring are reviewed, and recommendations are made regarding the organization and implementation of mentoring programs for social and academic purposes under natural conditions.

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