School-Based Mentoring for Middle Schoolers
issue image


middle school
students with disabilities
pre-service teachers
social-emotional skills

How to Cite

Graham, T., & Jefferson, R. (1). School-Based Mentoring for Middle Schoolers. Educational Renaissance, 8(1), 48-59.


School-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities.


Anastasia, T.T., Skinner, R.L., & Mundhenk, S.E. (2012). Youth mentoring: Program and mentor best practices. Journal of Family and Consumer Sciences, 104 (2), 38-44.
Big Brothers Big Sisters of America. (n.d.) 114 years of history. Retrieved from
Converse, N., & Lignugaris/Kraft, B. (2009). Evaluation of a school-based mentoring program for at-risk middle school youth. Remedial and Special Education, 3, 33-46.
Garringer, M., Kupersmidt, J., Rhodes, J., Stelter, R., & Tai, T. (2015). Elements of effective practice for mentoring (4th ed.). Boston, MA: MENTOR: The National Mentoring Partnership.
Gregg, N., Galyardt, A., Wolfe, G., Moon, N., & Todd, R. (2017). Virtual mentoring and persistence in STEM for students with disabilities. Career Development and Transition for Exceptional Individuals, 40, 205-214, DOI 10.1177/2165143416651717
Komosa-Hawkins, K. (2010). Best practices in school-based mentoring programs for adolescents. Child & Youth Services, 31, 121-137, DOI 10.1080/0145935X.2009.524477
Pryce, J. (2012). Mentor attunement: An approach to successful school-based mentoring relationships. Child and Adolescent Social Work, 29, 285-305, DOI 10.1007/s10560-012-0260-6
Lampley, J.H, & Johnson, K.C. (2010). Mentoring at-risk youth: Improving academic achievement in middle school students. Nonpartisan Education Review, 6, 1-12.
Leake, D.W., Burgstahler, S, & Izzo, M.V. (2011). Promoting transition success for culturally and linguistically diverse students with disabilities: The value of mentoring. Creative Education, 2, 121-129, DOI 10.4236/ce.2011.22017
Lindsay, S., and Munson, M. (2018). Mentoring for youth with disabilities. Boston, MA: National Mentoring Resource Center. Retrieved from
McQuillin, S, Strait, S., Smith, B, & Ingram, A. (2015). Brief instrumental school-based mentoring for first- and second-year middle school students: A randomized evaluation. Journal of Community Psychology, 43, 885-899, DOI: 10.1002/jcop
National Mentoring Resource Center. (n.d.). School based mentoring. Retrieved from
Pham, Y.K. & Murray, C. (2016). Social relationships among adolescents with disabilities: Unique and cumulative associations with adjustment. Exceptional Children 2016, 82 (2), 234 –250, DOI: 10.1177/0014402915585491
Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).