Examining holistically the experiences of mentors in school-based programs: A logic analysis

Area of Science:

• Social Sciences
• Education
• Psychology

Background:

• School-based mentoring programs aim to support vulnerable students.
• MCR Pathways is a Scottish initiative providing one-to-one support to secondary school students.
• Understanding mentor experiences is crucial for program effectiveness.

Purpose of the Study:

• To conduct a Logic Analysis of the MCR Pathways mentoring scheme.
• To derive and assess the program's Theory of Change from the perspective of volunteer mentors.
• To identify factors influencing mentor attraction and retention.

Main Methods:

• Qualitative study involving thematic analysis of interviews with 12 mentors.
• Mapping mentor perceptions to develop a Theory of Change model.
• Comparing derived model with existing literature.

Main Results:

• A mismatch was identified between mentors' expected outcomes and their actual gains.
• Community concerns emerged as a more significant motivator for mentors than previously documented.
• Themes like developing friendships were less prominent than anticipated.

Conclusions:

• The findings provide valuable insights for optimizing volunteer recruitment and retention strategies in mentoring programs.
• The study contributes to the scientific understanding of volunteer motivation and experience in educational support schemes.
• Tailoring program expectations and experiences can enhance mentor satisfaction and program sustainability.