How Mentors Help At-Risk Students Find Confidence in Themselves and in School
Every school has some population of at-risk students. These students often struggle to maintain passing grades, have truancy records and discipline problems, and are indeed at-risk of losing enrollment in their current schools. Importantly, at-risk students also often have difficult home lives and may experience one-parent households, difficulties associated with poverty, inconsistent adult role models, and insufficient quality time and care from adults.
In their paper, “Making a difference with at-risk students: The benefits of a mentoring program in middle school,” authors Suzanne F. Lindt and Cody Blair note that over the past 20 years, mentoring programs have been increasingly used as a way to support at-risk students. Mentoring programs such as Big Brothers, Big Sisters, TEAMmates, Study Buddies, and The Mentoring Project have been shown to not only support students’ socio-emotional wellbeing, but also their academic standing. Lindt and Blair remark, for example, that previous studies have shown that mentored students felt more confident about schoolwork and were significantly less likely to be truant compared to their non-mentored peers (35).
They’re Being Bullied. But Are They Telling You About It?
Look out at the students in your classroom. Do you know for certain which students are being bullied? Having to deal with bullying is an unfortunate reality for many students. Today, students not only have to face the possibility of being bullied in person (traditional bullying), but also being bullied online (cyberbullying). Yet, authors Ylva Bjereld et al. note that parents and teachers are significant counter-forces to bullying. Not only do teachers and parents help victims cope with bullying, but they can help prevent future incidents and end current behaviors as well (347). Indeed, Bjereld et al. explain that when children communicate their experiences as victims of bullying to adults, especially parents, they are better able to manage the bullying and have fewer negative mental health effects, such as depression (347).
In their article, “Honors Students’ Perceptions of Their High School Experiences: The influence of Teachers on Student Motivation,” Del Siegle et al. explore what motivates gifted students in high school. Specifically, the authors investigate teachers’ characteristics and practices that help motivate high-achieving students (36). For this study, the researchers conducted in-depth interviews with four separate focus groups, each consisting of between 6-8 freshmen at a top-ranked public university. 71% of the focus group participants were female and every participant graduated in the top 4% of his or her high school class (39). These students were all academically successful and had valuable information to share about how teachers motivated them throughout high school.