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This study explores a student mentoring program called the Wiz Kidz, located within a Canadian urban elementary school of 420 students. The Wiz Kidz participants, their teachers and parents, and a student comparison group provided data on student connectedness to school, peers, and teachers. Overall findings suggest the students involved in the Wiz Kidz program enjoyed participating and reported increases in connectedness at the end of the year, with statistical significance observed for mentors’ connectedness to school.

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.

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In this study, we examined how youth mentors reflected on their experiences mentoring younger students in school. Eleven former youth mentors engaged in group concept mapping activities, which revealed the skills and lessons they learned though participating in an in-school mentorship program. First, youth mentors generated statements about lessons learned as a mentor, then they sorted the statements into groups and rated the importance of each. We analyzed the sorted data using multidimensional scaling and hierarchical cluster analysis. Results revealed four key concepts: (a) Communication Skills, (b) Interpersonal Skills, (c) Trust-building Experience, and (d) Volunteering Outside School. Implications for educational practice are discussed.