Established Evidence Results

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Strengths-Based Approach

Intervention Description: The program is unique in that it pairs college women with middle school girls and focuses on addressing the increased vulnerability to social-emotional, behavioral, or academic challenges, and limited access to other more targeted interventions and supports .

Intervention Results: there was substantial variation among mentoring dyads in how often they discussed topics, and the four relationship-oriented discussion topics were addressed more frequently than the four academic-oriented discussion topics .

Conclusion: the conversations that take place during mentoring sessions play a role in facilitating improvements or declines in youth outcomes

Study Design: taged approach to analyze the data and address the research questions . The study also used a checklist to measure the specific behavior (i.e., discussion of a topic) shortly after the mentoring session was completed to reduce recall bias .

Setting: School-based: eastern mid-Atlantic university during the 2018-2019 academic year

Population of Focus: middle school girls and college women mentors

Sample Size: 41 middle school girls and 40 college women mentors

Age Range: 11 to 14

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Mentor Engagement Strengths-Based Approach

Intervention Description: The intervention described is a school-based mentoring program that focuses on developing a close, long-lasting relationship between mentors and mentees. This mentoring program is unique in that school outcomes are considered secondary, and mentors are instructed to focus on developing a close, long-lasting relationship with their mentee as the primary mechanism to promote their positive development.

Intervention Results: The results showed that mentor satisfaction with the relationship was positively associated with their intention to continue mentoring in the future. Additionally, relationship closeness was positively correlated with program support, satisfaction with the relationship, and intention to remain in the program.

Conclusion: The conclusion of the study is that mentor satisfaction with the relationship is an important predictor of volunteer retention in school-based mentoring programs.

Study Design: cross-sectional

Setting: school-based mentoring programs in Italy

Population of Focus: mentors and their mentees

Sample Size: 103 mentors

Age Range: youth

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Mentor Engagement Strengths-Based Approach

Intervention Description: The intervention described is formal community-based mentoring programs that aim to build supportive relationships between youth and non-parental adults. This mentoring program is unique in that it focuses on how mentors can strengthen and expand youth's social connections beyond the mentor-mentee dyad.

Intervention Results: The results reveal three mentoring profiles that are differentially associated with youth outcomes. Mentors who actively engage in connecting and mediating behaviors foster stronger connection outcomes, as reported by their youth mentees.

Conclusion: The conclusion is that mentor-mentee relationships and specific mentoring approaches are crucial in enhancing youth support networks and connectedness.

Study Design: person-centered approach using latent profile analysis.

Setting: Community-basesd: formal community-based mentoring programs

Population of Focus: diverse youth

Sample Size: 766 youth

Age Range: 11/14/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Mentor Relationship Building Strengths-Based Approach

Intervention Description: a framework for friendships between children with a sparse family network and resourceful volunteer adults, typically of the same sex. This mentoring program is unique in its focus on creating friendships between children and volunteer adults, with the goal of improving the well-being of the children involved.

Intervention Results: highlighted the importance of a minimum commitment of at least one year from volunteer mentors to ensure the desired positive significance for the child's well-being.

Conclusion: the study suggested that organizations should require a minimum commitment of at least one year from volunteer mentors to ensure the positive impact of the adult friendship on the child's well-being.

Study Design: quantitative analysis of the duration effects in a larger sample of children served by the CAF program.

Setting: Community-based: Denmark, specifically community-based mentoring programs for children.

Population of Focus: children who are matched with an adult friend through Denmark's largest community-based youth mentoring program, Children's Adult Friends (CAF)

Sample Size: not stated

Age Range: children

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Strengths-Based Approach

Intervention Description: The intervention described in the study was the mentoring program provided by the reVision organization, which is unique in its focus on justice-involved adolescents and the development of cultural consciousness through connection , .

Intervention Results: The results of the study revealed three primary themes characterizing the exchanges between mentors and justice-involved adolescents: (a) establishing a connection despite differences, (b) identifying mentee's personal and environmental challenges, and (c) raising consciousness around structural issues

Conclusion: The conclusion drawn from the study emphasized the importance of establishing a connection despite differences, understanding the challenges faced by the mentees, and raising consciousness around structural issues in mentoring justice-involved adolescents .

Study Design: The study design was qualitative, involving semi-structured interviews with mentors .

Setting: Community-based: the reVision program, which focuses on mentoring justice-involved adolescents .

Population of Focus: mentors serving the reVision program who have engaged with justice-involved adolescents .

Sample Size: 23 mentors

Age Range: 13 - 17

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Strengths-Based Approach

Intervention Description: Girls with a Purpose program, which is a multigenerational mentoring program for African American adolescent girls that is culturally specific and emphasizes positive youth development outcomes. This program is unique because it involves a partnership between a university and a community organization, and it is designed to be culturally specific and responsive to the needs of African American adolescent girls.

Intervention Results: he Girls with a Purpose program was successful in promoting positive youth development outcomes for African American adolescent girls, including increased self-esteem, improved communication skills, and increased engagement in school and community activities.

Conclusion: Girls with a Purpose program is a promising intervention for promoting positive youth development outcomes for African American adolescent girls, and that culturally specific and responsive interventions are needed to address the unique challenges faced by this population.

Study Design: a participatory culture-specific intervention model (PCSIM) that involves a partnership between a university and a community organization to improve and expand a community-based multigenerational mentoring program.

Setting: Community-based: urban Midwestern city in the United States - community mentority program

Population of Focus: African American adolescent girls

Sample Size: 7

Age Range: 12/17/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Strengths-Based Approach

Intervention Description: emphasis on mutuality and the relational aspects of the mentor-mentee bond, as well as its long-term follow-up to assess the effects of the program on individuals 5 years later .

Intervention Results: insights into the experiences and perspectives of both mentors and mentees regarding the development of mutuality in their relationships, as well as the long-term effects of the mentoring program on the individuals involved .

Conclusion: the importance of mutuality in youth mentoring relationships and the potential long-term benefits of such relationships on the individuals involved .

Study Design: qualitative, involving semi-structured interviews with mentors and mentees 5 years after their participation in the mentoring program

Setting: School-based: youth mentoring program

Population of Focus: mentor-mentee

Sample Size: 23 mentor and mentee pairs

Age Range: early stages of adolescence through emerging adulthood

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Strengths-Based Approach

Intervention Description: used a critical Black feminist mentorship approach, which emphasized an intersectional identity development, the actualization of voice, the creation and preservation of sisterhood and solidarity, and consciousness raising. The program was designed to create safe spaces for marginalized youth and transform the lives of Black adolescent girls by providing them with tools to change the narratives depicted by society. The program was also staffed by university students enrolled in a mentorship course, who received academic credit for their participation.

Intervention Results: The femtor-mentee relationships within the program allowed the girls to dissect a diversity of topics and unpack the issues that impact them as racialized and gendered individuals

Conclusion: The program provided a unique space for the girls to engage in dialogue, consciousness-raising, and action, leading to a deepened awareness of their identities and the political state around them.

Study Design: qualitative design that employed phenomenological interviewing techniques and ethnographic observations to explore the experiences of Black adolescent girls in one university-sponsored mentorship program

Setting: School-based: one after-school program and its participants. in the Midwest

Population of Focus: Black adolescent girls in middle school who participated in the after-school mentoring program, specifically focusing on their experiences and the impact of the program on their development

Sample Size: not stated

Age Range: 12 to 14

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Curricular Activities/Training Strengths-Based Approach

Intervention Description: mentor-reported data and statistical analyses. Mentors were asked to report the three most common activities they did with their mentees, and goal setting and constructive feedback were among the activities measured. The study then used regression analyses to examine the strength and direction of relations between relationship quality, instrumental skills (including goal setting and constructive feedback), and treatment effects.

Intervention Results: The results showed that the quality of the mentor-mentee relationship and goal-setting were both associated with positive youth outcomes in academic, social-emotional, and behavioral domains.

Conclusion: The conclusion is that both developmental and instrumental activities are important components of school-based mentoring programs and should be considered when designing and implementing such programs.

Study Design: randomized controlled trial

Setting: school-based mentoring programs

Population of Focus: youth in elementary through high school

Sample Size: 1360 youth

Age Range: elementary to high school

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Mentor Engagement Strengths-Based Approach

Intervention Description: emphasis on the establishment of healthy relationships and the use of these relationships to promote prosocial thinking and behaviors.

Intervention Results: an enhanced understanding of the design and implementation of university-based mentoring programs that broadly target elementary, middle, and high school children's anti- and prosocial thinking, attitudes, and behaviors.

Conclusion: the importance of relationship-based mentoring approaches for school districts and colleges, as well as students of criminal justice, psychology, education, and social work.

Study Design: survey-based research, and the intervention described was a semester-long relationship-based mentoring program where university students interacted with youth in school settings.

Setting: School-based: mentoring in school settings

Population of Focus: primary, middle, and high school pupils

Sample Size: 155 student-mentors

Age Range: 7/18/2024

Intervention Components (click on component to see a list of all articles that use that intervention): Adult-led Support/Counseling/Remediation Training Strengths-Based Approach

Intervention Description: online mentoring program CyberMentor. This mentoring program was unique in that it facilitated multifaceted communication among participants on a platform, allowing discussions with a large number of higher-status role models (mentors) as well as with a large number of same-status role models (mentee peers).

Intervention Results: The results indicated that suitably implemented online mentoring was related to an increase in STEM-specific educational capital in talented female students. Positive changes in the learning environment were associated with positive changes in mentoring outcomes related to later real-life choices in STEM.

Conclusion: The conclusion drawn from the study was that suitably implemented online mentoring, operationalized via relationship quality, was indirectly related to an increase in STEM activities, elective intentions in STEM, and certainty about career plans via an increase in educational capital.

Study Design: longitudinal mediation analysis using the parallel process latent growth curve approach.

Setting: online mentoring program for talented girls in STEM.

Population of Focus: female students enrolled in high achiever track secondary education in Germany

Sample Size: 1,258 female students

Age Range: adolescents