School-based mentoring: Examining the cultural and economic variations in engagement and effectiveness

Abstract

Youth mentoring programmes in New Zealand are often school-based and almost all have educational goals. It has been suggested that overseas models of mentoring may need to be adapted to meet the needs of New Zealand youth. Utilising a mixed-methods design, this study explored the engagement in, and effectiveness of, Stars, a New Zealand developed, school-based, mentoring programme designed to ease the transition to secondary school. Participants (1642 questionnaires completed) were Year 9 mentees from eight schools across New Zealand. Results indicated that Stars mentees were highly engaged in the programme, but particularly youth attending low-decile schools and schools that were predominantly Pasifika in ethnic composition. In addition, the programme appeared to increase acquisition of practical skills, working with others, connecting to communities, meeting personal achievements, improving relationships with friends, and developing relationships with older peers. The impact of school-based mentoring on the development of the Key Competencies is discussed.