Elementary teachers perceptions of the use of high school mentors with elementary-aged children

Abstract

The purpose of this study was to determine Elementary Teachers Perceptions of the use of High School Mentors with the children in their classroom. Data was collected during the end of the third quarter in the 2001-2002 school year from teachers with students directly involved in the mentoring relationship. The Durand School District has a mentoring program designed to provide elementary students with listening, fun and encouragement. High School mentors are matched with at-risk students and spend time for a half-hour each week on school grounds with the students. Teachers, parents and counselors refer elementary students. These students receive mentors for a variety of reasons, including, family change, new student to the school, only child and behavior problems. The focus of this program is not on academics but rather on building positive relationships with older role models. The instrument was designed to measure the four main objectives in this study. The instrument was given to the teachers of the eighty kids who participated in the school-mentoring program in the Durand School District. Student behavior, academics and an overall perception of the program were measured in the survey. Fourteen teachers returned the survey. Six of the teachers (43%) felt that students behavior was positively influenced by the use of the mentor. All fourteen (100%) felt that overall the mentoring program was effective. No teachers (0%) believed it was an ineffective program or student behavior and academics declined because of the mentoring program.