Teacher AND Mentor: Exploring the Characteristics and Benefits of Informal Mentoring Relationships between Teachers and Students Considered ‘At Risk’ in Secondary School

• Main Author: Hughes, Kathleen Eldridge
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2022
• Subjects: Behavior Problems; Data Analysis; Individualized Education Programs; Individualized Instruction; Learner Engagement; Literature Reviews; Pedagogy; Research Methodology; Secondary education; Special education; Student Development; Student Needs; Teacher Certification; Teaching Methods
• ISBN: 9798834058878

Views and definitions of mentoring continue to evolve and become more expansive in the literature (Mullen & Klimaitis, 2021). Although studies have explored the role of mentoring for and by teachers and leaders, further study of the mentoring relationship between a teacher and a student considered ‘at risk’ in secondary school is needed. Using an exploratory approach, this qualitative study investigates informal mentoring relationships between teachers and secondary school students considered ‘at risk’ in Ontario, Canada to determine the characteristics and potential benefits of such a relationship. Using semi-structured interviews with seven mentors and six mentee participants, I examined the following questions: a) What are the characteristics of informal mentoring relationships between teachers and students considered ‘at risk’ within the secondary school context in Ontario? b) How are informal mentoring relationships between secondary school teachers and students considered at risk developed and maintained? c) What are the benefits of informal mentoring relationships as identified by the teachers and students who experienced such a relationship within the context of a secondary school in Ontario? i) What are the perspectives of the mentors and mentees on the connections between informal mentoring relationships and mental health and well-being? Findings reveal characteristics integral to a positive informal teacher-student mentoring relationship with youth considered ‘at risk’ that include trust, time, listening, authenticity, and providing a safe space. This study showed how mentoring relationships were initiated by classroom teachers noticing the need for additional support. Mentor-teachers then reached out to a support person within the school. Mentors and mentees in this study commented on the connection of the mentoring relationship to improved mental health and well-being. Some participants indicated that the relationship was lifesaving. The final finding was that the role of the educator is both teacher AND mentor. When teachers know their students beyond them being faces in the classroom, a community can grow where good teaching includes providing guidance and support to students. This study identifies the characteristics and benefits of mentoring relationships for the well-being of mentees and explores reframing the role of the teacher to include greater attention to mentoring.