Building Connections and Relationships at School: Youth Reflect on Mentoring Their Younger Peers

Abstract

Most peer mentoring studies have focused on outcomes for mentees. This investigation examines seventh- and eighth-grade youth mentors’ roles in providing support and companionship to younger peer mentees. Group concept mapping (GCM) explored youth mentors’ reflections on the connections and relationships made through a peer mentoring program, 2 to 4 years after participating in the program. Results showed three key concepts: (a) Communication Skills, (b) Relationships With Mentees, and (c) Connections With School and Staff. Mentors noted their improved communication skills with mentees and improved interpersonal relations with fellow mentors and school staff. Implications and future research are discussed.