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Mentoring At‐Risk Youth in Schools: Can Small Doses Make a Big Change?

The impact of length of the match and age of the child was evaluated in a site‐based mentoring program. At‐risk children ranging in age from 7 to 12 were matched with an adult mentor and met approximately once a week at school during the academic year. Results indicated that neither the length of the match nor the age of the child influenced the impact of mentoring. Pre/post analyses of several psychological variables indicated that children liked school better (p = .002, η2 = .11), behaved better in the classroom (p = .021, η2 = .07), got along better with their peers (p < .001, η2 = .25), and had increased self‐esteem (p < .001, η2 = .14) at the end of mentoring. No improvement in grades was found. The results indicate that matches that are relatively short in duration can have an important impact on at‐risk children. In addition, the results indicate that at‐risk children who are both younger and older can have positive outcomes from mentoring.