This article describes a project based on Year 7 pupils (aged 11-12 years) in a UK inner-city girls' school classi ed as 'in challenging circumstances'. The girls were cross-mentored by Year 12 (aged 16-17 years) girls from another local girls' school. The city has a diverse multi-cultural population where single gender education is an active preference for many parents. This parental dimension in uenced cooperation between the two schools. The conceptual theme for the mentoring project was that the older pupils provided a supportive framework for their younger peers. This was a conscious shift from the traditional notion of 'prefects control younger pupils'. Prior to operating the scheme, a training programme was devised by the city's Secondary Behaviour Support Team. The progress of this training course and the application of the techniques through the mentoring sessions are described.

Investigates the high school drop‐out rate of students in the 14‐and 15‐years age group in Georgia, USA. Considers a study of a new initiative that aims to link education based at community schools with on‐the‐job training. There would seem to be potential in the US scheme for adaptation to the UK system.

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